This catalog describes the mission, functions, and educational philosophy of the US Army
Command and General Staff College (CGSC), outlines the courses offered, and provides
academic and administrative information. The CGSC is an educational center under the United
States Army Training and Doctrine Command (TRADOC). CGSC is comprised of five schools:
the Command and General Staff School (CGSS), the School of Advanced Military Studies
(SAMS), the School for Command Preparation (SCP), Army Management Staff College (AMSC),
and the Non-Resident Studies Directorate (NRS). Additionally the Chief of Staff Army's proponent
for leadership is located at the College's Center for Army Leadership (CAL). The College is
accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools as a master's degree granting institution through 2006. The Intermediate Level
Education (ILE) core curriculum is accredited by the Chairman of the Joint Chiefs of Staff for Joint
Professional Military Education Phase I through March 2008.
A listing of the Advanced Applications Program courses (electives) was published in
September 2005. Visit the CGSC website at:
https://cgsc2.leavenworth.army.mil/DCS/registrar/pubs/index.asp.
Throughout this catalog, the words "he" and "his" represent both the masculine and feminine
genders unless otherwise specifically stated.
Inquiries regarding catalog content should be submitted to the US Army Command and
General Staff College, Office of the Registrar, 1 Reynolds Avenue, Fort Leavenworth, Kansas
66027-1352, DSN 552-2540/2312.

PLAUDY M. MEADOWS, III
COL, IN
Dean of Academics

U.S. ARMY COMMAND AND GENERAL STAFF COLLEGE
ORGANIZATION
Commandant
Lieutenant General David H. Petraeus
Executive Officer: LTC Thomas Rivard

CGSC Military Law Office
Chief, Military Law Office: LTC Misti E. Stowell

CGSC Chaplain
Major (Chaplain) William C. McCoy

iii

FORT LEAVENWORTH CREST

Crest

Shield

Motto

The Fort Leavenworth crest is based on the Leavenworth family coat of arms. It was designed
in 1907 by Captain Henry E. Eames, 10th Infantry, an instructor in the Department of Engineering
of the General Service School. In 1925, the Secretary of War approved the following description.
BLAZONRY
Shield: Argent, a chevron azure between three lamps of the like, flamed proper.
Crest: On a wreath of the colors (argent and azure), an eagle displayed proper in his beak a
scroll bearing the word "Leavenworth" gules.
Motto: Ad bellum pace parati (prepared in peace for war).
The chevron indicates the martial character of the College while the three lamps symbolize
study and learning and the three-part Army--Active, Army National Guard, and US Army Reserve.
The eagle crest is the national emblem perched with extended wings to indicate alertness.
The helmet indicates a gentleman or knight while the red mantling with the colors of the shield
completes the national colors.
The colors used indicate:
Argent (silver-white)â&#x20AC;&#x201D;purity
Or (golden, yellow)--nobility

Azure (blue)--justice
Gules (red)--valor

iv

CGSC Circular 350-1
FORT LEAVENWORTH--DOWAGER QUEEN OF FRONTIER POSTS
The following remarks were excerpted from a paper presented by the Honorable Arthur J.
Stanley, Jr., Senior Judge, US District Court for the District of Kansas, to the Kansas State
Historical Society, which he served as president from October 1974 to October 1975. Judge
Stanley's monograph is printed in its entirety in the spring 1976 issue of the Kansas Historical
Quarterly. NOTE: Additions have been made to make the remarks current.
Just as the worth of an individual often is not recognized until after his death, so it is with
places. If Fort Leavenworth lay in ruins, archaeologists would be probing the soil underlying its
site, the Council on Abandoned Military Posts would be conducting pilgrimages to the bluffs over
the Missouri where the fort once stood, and this Society would be spending part of its time and
energy in efforts to preserve what was left.
But Fort Leavenworth still flourishes, alive and well, and we take her for granted. Kansans
travel hundreds of miles to examine the ruins of Fort Union, New Mexico, abandoned in 1894, or
to tour the restored barracks and officers' quarters of Fort Laramie, Wyoming, abandoned in 1890
(dubbed by historian Herbert Hart, "The Queen of Frontier Posts"). The same Kansans will not
take the time to drive a few miles north from the Bonner Springs exit of the Kansas Turnpike to
visit "the oldest post established by the United States west of the Mississippi which is still in
existence" even though it played an important role in the early history of our State.
This is not to say that the significance of the old post has gone unrecognized by historians.
Quite the contrary, in the index of Louise Barry's magnificent and monumental work, The
Beginning of the West, the entry "Fort Leavenworth" appears almost 300 times. No other place is
so frequently listed. The serious historical work on the American West is rare in which Fort
Leavenworth does not play a prominent part--as frontier post, military headquarters,
communications center, supply depot, or quiet garrison. And she proudly displays as one of her
many honors the bronze tablet identifying her as a National Historic Landmark.
Today's visitors will find Fort Leavenworth a modern military installation, its atmosphere
saturated with history and tradition, yet perceptibly functional. Here is located the headquarters of
the Combined Arms Center (CAC) of our Army, under which functions CGSC, the recognized
keystone of the Army's school system. The CGSC is the Army's senior tactical warfighting
institution. The development of warfighting skills at corps and division levels are central to all the
College does. With a projected student body in academic year (AY) 05/06 of 806 students in the
August class and between 239-250 in the February class. Active Army, Reserve Component,
sister service officers, Department of the Army (DA) civilians, and approximately 78 International
Military Students (IMS) from 68 nations, the College has achieved worldwide recognition as a
professional military graduate school. The dedication of Eisenhower Hall on 9 November 1994,
provided the CGSC with 21st Century classroom facilities and a fully modernized research library.
In 1996, the CGSC reorganized into the following schools and courses: the Command and
General Staff Officer Course (CGSOC), the Combined Arms and Services Staff School (CAS3),
the School of Advanced Military Studies (SAMS), the School for Command Preparation (SCP),
the Defense Language Institute (DLI), and the Directorate of Non-Resident Studies (DNRS). The
CGSOC/ILE students from the US armed services are officers who have demonstrated potential
for high command and staff assignments; the course prepares them to assume these positions.
The International Military Students, for the same reasons and for national pride, are the most
highly qualified officers from their respective countries. The staff and faculty include carefully
selected officers of all armed services as well as liaison officers and exchange instructors from

v

nine countries. The CAS3 students in the Staff Process Course were Army captains, and the
faculty was highly qualified senior majors and lieutenant colonels. The students enrolled in SAMS
are resident CGSOC or ILE graduates and are selected on a competitive basis. The SAMS'
faculty is highly qualified officers who have just completed the Advanced Operational Art Studies
Fellowship (AOASF) Program. SCP students consist of Army officers selected to command
battalions or brigades (and their spouses), as well as noncommissioned officers chosen to serve
as Command Sergeants-Major (and their spouses). The faculty includes the Army staff and
CGSC staff and faculty.
With the 1996 reorganization, two tenured positions as Dean of Academics (DOA) and Dean
of Students and Administration (DoSA) were established to ensure stability in the Collegeâ&#x20AC;&#x2DC;s
leadership positions.
During the reorganization of 2003, the CGSOC became the Command and General Staff
School (CGSS) and the position of the Dean of Students and Administration became that of the
Chief of Staff. The year 2004 saw the closing of the Combined Arms and Services Staff School
(CAS3).
Fort Leavenworth is also well known for the US Disciplinary Barracks (USDB). The USDB
has operated at Fort Leavenworth since 1875. It is the only long-term maximum-security
correctional facility in the Department of Defense, incarcerating approximately 500 armed forces
personnel convicted of serious offenses. A new correctional facility opened October 2002. The
new facility is a state-of-the-art design, located at the site of the former USDB Farm. The USDB
provides inmates correctional treatment through rehabilitation programs and vocational training.
Through the vocational trade program, inmates support the Fort Leavenworth community with a
variety of services. Despite its formidable title, its staff is widely recognized by penologists for the
success of the program of rehabilitation of the inmates committed to the institution. The USDB is
accredited by the American Correctional Association (ACA).
The post museum is second in the state only to that of the State Historical Society. Exhibits
are attractively displayed and include one of the best collections of horse-drawn vehicles in
existence. These include not only military vehicles, such as ambulances, escort wagons, and
other equipment for the transportation of Soldiers and their supplies, but civilian rigs of a bygone
era--buggies, surreys, broughams, fire engines, sleighs, stagecoaches, and even a glass-sided
black hearse. All are original. Most are simply examples of their times but some are identified with
persons of note. The buggy in which Abraham Lincoln rode from Atchison to Leavenworth in
December 1859 is of special interest, as are the sleighs of George Armstrong Custer and of
General Jonathan Wainwright, used by each while stationed at the post.
Located in Bell Hall, the principle academic building of the CGSC, is the Fort Leavenworth Hall
of Fame commemorating the services of Soldiers who at one time or other during their careers
were stationed at Fort Leavenworth, and who have made significant contributions to the Armies of
the United States or of the Confederate States of America. The honorees are selected each year
by a board composed of nationally recognized historians.
On July 4, 1976, The Grove of the Regiments was dedicated recognizing the service of
regiments, all of which had been stationed at Fort Leavenworth. The Regular Army units
memorialized (54 in all) include most of the old-line infantry, artillery, and cavalry regiments of the
Army. Among the 43 volunteer regiments represented were the Mormon Battalion and
Doniphan's Missouri Mounted volunteers of Mexican War fame, many of the Kansas Civil War

vi

CGSC Circular 350-1

regiments, and five of the six regiments of the United States Volunteers, the "Galvanized
Yankees."
The lifespan of any Army installation ordinarily is not long. This is why so many of them lie in
ruins or have been absorbed by the surrounding community. A military post is established to fill a
particular need or to counter a specific threat to the national safety, and when that need no longer
exists or that threat is no longer present, there remains no reason for the post to be maintained.
Sentiment and local pride are not enough to justify the cost of keeping in existence a station,
which no longer serves the Republic's purposes.
It is a thesis of military historian Dr. Robert W. Frazer that the military policy of the United
States with respect to the establishment and maintenance of Army posts in the Trans-Mississippi
West passed through three general phases. In the first period, 1804--1845, a line of posts was
maintained in advance of the frontier settlement, providing a military buffer zone between the
settlers and the Indians. It was the mission of the troops stationed at these posts to protect the
Indians from illegal activities of the whites and especially to prevent encroachment of settlers into
the Indian Territory. They were also expected to discourage wars and make peace between or
among the various tribes. For, contrary to such popular writers as Paul I. Wellman and Dee
Brown, violence and hostility were not characteristics brought to this continent by the whites.
Inter-tribal warfare, to the point of genocide, was a way of life with the Indians.
With the pressure of westward migration, the maintenance of a permanent buffer zone
between the tribes and the settlers became impossible and the policy was revised. The new
policy, the second phase imposed on the Army by the Federal Government, made it the duty of
the troops during the period from 1846 through the 1880's to establish control over the Indians
and to protect the emigrants, miners, and settlers from the attacks of hostile bands.
The third phase was ushered in by the completion of the western railroads during the 1880's
and the imposition of the reservation system on the tribes. During this period, troops were
concentrated in larger posts from which they could be transported rapidly by rail to any area
requiring their attention--that is, where hostile Indians were to be punished or forced to return to
their reservations.
The story of an ordinary frontier post, therefore, can be told rather easily. All that is required is
an introduction; three chapters, each covering one of the three phases of the life of a typical post;
and an epilogue constituting a sort of obituary reciting the part it played in history during its
existence. But Fort Leavenworth is not, and never was, an ordinary frontier post. Her story is far
from complete and the epilogue will not be written for many years to come. Fort Leavenworth
remains active because Fort Leavenworth still serves as she has served throughout her long
history.
On May 7, 1881, General W. T. Sherman, commanding the United States Army, directed that
"as soon as the requisite number of troops can be assembled at Fort Leavenworth, Kansas, the
Commanding General, Department of Missouri, establish a school of application for infantry and
cavalry."
On January 6, 1882, the School of Application for Cavalry and Infantry was established. Over
the years, the name of the school changed several times to include the US Infantry and Cavalry
School, the Army School of the Line, the General Staff School, the Command and General Staff
School, and the CGSC.

vii

During the first several years of its existence, the graduates of the school were lieutenants and
their rank was not sufficient to carry the influence of the school into the Spanish-American War.
By the time of our entrance into World War I, its graduates were in a position where they could put
to use the lessons learned at Leavenworth. General Pershing gratefully acknowledged the value
of the school in producing officers capable of efficiently performing their command and staff
duties.
During the war with Spain and for a total period of about four years, operation of the school
was suspended. During World War II, the school's courses were accelerated. Other activities on
the post during those wars were those usually carried on at established Army posts--the basic and
specialized training of troops.
The high reputation of Fort Leavenworth among the professional Soldiers of the world is
based on a well-deserved reputation as a military educational center with the goal of preparing
selected officers worldwide to better perform their duties in peace and war. If Gilbert and Sullivan
had ever turned their attention to Fort Leavenworth, they could well have described the old post-as they did the Tower of London--"a sentinel unliving and undying," and probably would have
sung her story, as they did the Tower's, as one of "duty done and duty doing."

MISSION
The US Army Command and General Staff College educates and develops leaders for full
spectrum joint, interagency and multinational operations; acts as lead agent for the Army‘s
leader development program; and advances the art and science of the profession of arms in
support of Army operational requirements.
VISION
The US Army Command and General
Staff College is and will always strive to be
an educational center of excellence. We
must remain a renowned academic leader
in the study of leadership, the conduct of
joint and combined land warfare, and the
application of Joint, Interagency, and MultiNational organizations to synchronize all
elements of power to achieve national
objectives. We will continue to support field
commanders with well-trained and welleducated leaders, in-depth research in the
professional body of knowledge, and reachback planning in support of ongoing
operations. We will maintain our world-class
faculty dedicated to learning and advancing
the professional body of knowledge.

OUR VISION







Educational center of excellence.
Renowned for study of leadership,
conduct of land warfare, and the
synchronization and application of all
elements of power.
Supporting field commanders with welltrained and well-educated leaders,
research in the professional body of
knowledge, and reach-back planning.
World-class faculty dedicated to learning
and
the
advancing
professional
knowledge.

The United States Army Command and General Staff College‘s enduring purpose,
supporting Army Leader Development and Education and Professional Military Education,
provides a stable beacon for the future. The US Army Command and General Staff College
(USACGSC) supports the development, integration, and synchronization of Army leader
development and education systems through the Center of Army Leadership. USACGSC
executes professional military education programs to military and civilian leaders through five
educational institutions: Command and General Staff School, School of Non-Resident Studies,
School of Advanced Military Studies, School for Command Preparation, and the Army
Management Staff College.
The United States Army Command and General Staff College ensures the professional
vitality of the US Army‘s corps of officers by preparing them to discharge their duties in the
service of our nation. Today‘s contemporary operating environment requires leaders for
tomorrow‘s joint, interagency, and multinational operations. We must replicate that operational
environment in the classroom. Therefore, CGSC is more than an ―Army‖ school, we are a joint,
interagency, and multinational school with international officers and sister service officers in our
faculty and student body. We augment our educational programs with interagency guest

 Successful Graduates leading teams to solve complex problems throughout the
spectrum of operations.
 World-Class Faculty advancing the profession of arms through the development of,
publication for, and subscription to the professional body of knowledge.
 Harmonious Army Leader Development and Education Program that develops,
integrates, and synchronizes leader development and educational systems.
STRATEGIC PRIORITIES
The USACGSC mission statement conveys the College‘s essential tasks and the vision
expresses our ideal of the future. We adjust our mission statement to accommodate continuous
and deliberate analysis of guidance (national, DOD, Army, TRADOC, and CAC), the
complexities of the contemporary operating environment, and the challenges faced by a
Transforming Army at War. Our challenge is current and relevant leader development and
education and professional military education in a dynamic professional body of knowledge. We
ensure currency and relevancy by immersing ourselves in our professional body of knowledge,
contributing to that knowledge with collaboration and publication, and simultaneously adapting
our programs to meet the needs of our students, commanders, and fielded operational forces.
Our strategic priorities help guide the evolution of our institution and the adaptation of our
programs in pursuit of educational excellence:
 Educate and train the students to ensure successful graduates can lead teams and
solve complex problems throughout the spectrum of operations


Develop, publish, and subscribe to the professional body of knowledge



Develop, integrate, and synchronize leader development and educational system



Recruit, develop, and retain world-class faculty



Support the Army at War and advance the profession of arms
CGSC CAMPAIGN PLAN

The campaign plan is a vehicle for leading and communicating change. It is both a
document and a process to ensure unity of action, prioritize effort, and assess progress. The
campaign plan establishes operational objectives and end states along the College‘s five lines
of operation: Students, Faculty, Curriculum, Leader Development and Education, and
Infrastructure.
 Students: Students who possess a warrior ethos and war fighting focus enabling them
to competently and confidently lead Army / Joint / Interagency / Multinational teams throughout
the full spectrum of operations.

2

CGSC Circular 350-1
 Faculty: World-class military and civilian faculty supported by a faculty development
program to maintain professional military and educational competency.
 Curriculum:
Adaptive web-based curriculum founded on fundamental threads
embedded in a multi-disciplinary approach to train for certainty and educate for uncertainty.
 Leader Development and Education: Providing leader development, instruction,
doctrine, and PME system to sustain excellence in the Army‘s core competency of growing
leaders.
 Infrastructure: Fully resourced infrastructure to support the Army, the faculty, the
students, and the curriculum.
The United States Army Command and General Staff College implements the vision and
campaign plan through a governance and administration model that values inclusiveness and
collaboration within the College, between the College and the joint force (Army, Navy, Air Force,
Marines), and between the College and our colleagues in our professional body of knowledge
(e.g. multinational partners, U.S. government agencies, and educational institutions). The
model includes:
 Organizational command structures (i.e. Commandant, Deputy Commandant, and
School and Center Directors).
 Organizational support structures (i.e. Chief of Staff, Dean of Academics, and Graduate
Council).
 College-level functional committees (i.e. Teaching, Assessment and Evaluation,
Curriculum, Academic Outreach, Research, Accreditation, and Exercises).
 Student and faculty involvement (i.e. student and faculty brownbag lunches, staff and
faculty council, faculty conversations, and student leadership).
 Involvement and feedback from the joint force and the professional body (external
surveys, professional conferences, and personal contacts).
PHILOSOPHY
The philosophy of the US Army Command and General Staff College is founded on the
principles of the American profession of arms. The common defense and welfare of the United
States demands professional military officers that are educated and trained to the highest
standards of excellence.
The US Army Command and General Staff College CGSC philosophy is the distillation of the
College‘s collective set of values and principles that motivate our students and faculty to achieve
our institutional purpose and desired effects. Our philosophy explains who we are and what we
stand for.

3

CGSC Circular 350-1

WE VALUE







We value Service to the Nation, Warrior
Ethos, Army Values, How to Think versus
What to Think, and agile and adaptive
leaders who are self-aware and committed
to lifelong learning and professional
development.

Service to the Nation.
Warrior Ethos.
Army Values.
How to Think vs What to Think.
Agile and Adaptive Leaders.
Life-Long Learning.

 Service to the Nation: ―The Army, a long trusted institution, exists to serve the Nation.
As part of the joint force, the Army supports and defends America‘s Constitution and way of life
against all enemies, foreign and domestic. The Army protects national security interests….‖1
 Warrior Ethos: I will always place the mission first. I will never accept defeat. I will
never quit. I will never leave a fallen comrade.
 Army Values: Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal
Courage.
 How to Think versus What to Think: ―The need to teach Soldiers and leaders how to
think rather than what to think has never been clearer. To defeat adaptive enemies, we must
out-think them in order to out-fight them.‖2
 Agile and adaptive leaders who are self-aware and committed to lifelong learning
and professional development: The complex security environment requires leaders who are
self-aware and committed to lifelong learning and professional development.
Leader
development and education must produce pragmatic theorists who use innovation, critical
reasoning, relevant experience, and professional judgment to solve ambiguous complex
problems that our graduates will face as staff officers and commanders. Our students and
faculty must be self-motivated for active participation in our diverse, broad, and ever-changing
professional body of knowledge. Ultimately they contribute to the body of knowledge through
research and publication in referred professional journals.
The principles guiding our actions are: A Learning Organization committed to Currency and
Relevancy and the Contribution to Knowledge, Empowered Professional Faculty, Socratic and
Adult Learning Methods, Training for Certainty and Educating for Uncertainty with a Multidisciplinary Curricula, and Creating a Learning Environment that supports understanding of
Joint Interdependence and the implications of the Strategic, Operational, and Tactical levels of
war:

Learning Objectives.
Empowered Professional Faculty.
Socratic and Adult Learning Methods.
Training for Certainty and Educating for Uncertainty.
Learning Environment that supports understanding of Joint Interdependence and the
implications of the Strategic, Operational, and Tactical Levels of War.

 A Learning Organization Committed to Currency and Relevancy and the
Contribution to Knowledge: Our current reality is a transforming Army at war that demands
that our graduates be prepared to assume war fighting duties immediately upon graduation.
Our graduates must be confident, competent leaders, and creative problem solvers who
understand the complexities of the contemporary operating environment. Learning is our most
important contribution to the nation; therefore, our challenge is the mastery of a diverse, broad,
and ever-changing professional body of knowledge. Collaboration (developing, publishing, and
subscribing) in the professional body of knowledge is essential to maintain currency and make
relevant contributions to furthering professional understanding or creating new professional
knowledge. This demands that USACGSC be a learning organization committed to a
continuous effort to improve student learning, teaching, and the learning environment. We must
be an analytic, thinking, and learning institution, seeking new knowledge, but circumspect
enough to discern the difference between contemporary innovation and enduring principles.
 Empowered Professional Faculty: USACGSC best accomplishes its educational
goals by a vital professional faculty drawn from the entire range of relevant academic and
military disciplines. The faculty embodies the scholarship of teaching, learning, and warfighting.
Our faculty must master both content and process. Our faculty are decisive because they are
expert in their field of study, talented facilitators of learning, and empowered with the flexibility to
determine how best to achieve program learning objectives in their classrooms.
 Socratic and Adult Learning Methods: The institution employs the most appropriate
techniques and methods in an academic setting conducive to the most advanced understanding
of the demands that will be made of those who pass through its courses of instruction. This
includes methodologies that are learning-centered, experiential, and effective. We enhance the
competence of our students through a learning-centered educational methodology. This
methodology relies on collaborative learning, reflective practice, critical reasoning, creative
thinking, and the practical application of adult learning theory. The CGSC classroom is an
active learner environment. Our faculty members are subject matter experts and facilitators in a
collaborative learning environment where student and faculty experience stimulates thought,
discussion, and knowledge construction. Socratic method and discussion teaching where ―all
teach and learn‖ challenge critical reasoning and creative thinking skills.3 This methodology is
expressed through our curriculum—one that is adaptive, responsive, integrative, experiential,
and transformational.
Christensen C., Roland. ―Every Student Teaches and Every Teacher Learns: The Reciprocal Gift of
Discussion Teaching,‖ In C. Roland Christensen, David A. Garvin, and Ann Sweet (eds.), Education for
Judgment. Boston, Massachusetts: Harvard Business School Press, 1991, page 99.
3

5

CGSC Circular 350-1

 Training for Certainty and Educating for Uncertainty with a Multi-disciplinary
Curriculum: USACGSC serves as the US Army‘s most important professional school,
combining theoretical education and practical training to produce leaders who are proficient in
the understanding and conduct of modern warfare. We must train for certainty and educate for
uncertainty; both training and education are vital to our students‘ learning needs. We must train
our graduates on enduring doctrinal principles, emerging lessons, and the skills they will require
in their next assignment. Moreover, we must educate our graduates for the uncertainty they will
surely encounter; they must know how to think and apply critical reasoning and creative thinking
in complex ambiguous situations. USACGSC‘s academic policies and curricular designs
educate and train professional officers of all the military services in the nature and conduct of
land warfare within the complex national security environment, as well as advance the state of
contemporary military knowledge through original research and experimentation.
 Creating a Learning Environment that supports understanding of Joint
Interdependence and the implications of the Strategic, Operational, and Tactical levels of
war: Students and Faculty must understand joint interdependence implications of Strategic,
Operational, and Tactical levels regardless of their next duty assignments. The environment we
wish to create will provide rigorous academic challenges and relevant experiences, connecting
learning to application and performance. The environment will include practical exercises that
draw out high-order, multidisciplinary thinking and require students to integrate knowing and
doing. To create this environment, we align College resources with the needs of students and
faculty. We must harness global reach technology and state-of-the-art instructional facilities to
enhance lifelong learning experiences. Our deliberate student assessment strategies and
program evaluations will identify successes and challenges and will support informed decisionmaking for the way ahead.

LEADERSHIP
THE COMMANDER/COMMANDANT has three titles: Deputy Commanding General for
Combined Arms, TRADOC; Commander, Combined Arms Center and Fort Leavenworth; and
Commandant, U.S. Army Command and General Staff College.
THE DEPUTY COMMANDANT directs and supervises the operation and administration of the
College and advises the Commandant on all matters pertaining to the College. He supervises the
Sister Service elements; the Director, Directorate of Graduate Degree Programs; the George C.
Marshall Chair; the CGSC Sergeant Major; the Assistant Deputy Commandant, the Dean of
Academics; and the Chief of Staff. The Deputy Commandant also serves as the DePuy
Leadership Chair. Figure 1 depicts the CGSC chain of command.
THE ASSISTANT DEPUTY COMMANDANT assists and advises the Deputy Commandant
in the direction and oversight of the Command and General Staff College, consisting of the
Command and General Staff School, School of Advanced Military Studies, School of Command
Preparation, Army Management Staff College, Non-Resident Studies, and the Combined Arms
Research Library. Helps manage and direct all staff and faculty efforts across four installations,
in order to achieve Army education goals for all resident and non-resident students annually.
THE CENTER FOR ARMY LEADERSHIP (CAL) is CGSC‘s lead for leader development and
education research, plans and programs; leadership instruction; leadership doctrine; leadership
research; and integration and synchronization of CAC responsibilities for Professional Military
Education (PME) systems (Officers, Warrant Officers, and Noncommissioned Officers) and the
Army Civilian Education System to sustain excellence in the Army‘s core competency of growing
leaders. CAL‘s major functions include: (1) CGSC lead for Leader Development and Education;
(2) CAC lead for Leadership Development and Education domain integration and synchronization
across DOTMLPF activities and requirements; (3) Develop, coordinate, and recommend PME
programs to develop Army leaders to include officers, warrant officers, NCOs, and civilians; (4)
Research and identify future leadership trends, training and education concepts, and educational
technologies and techniques; (5) Manage the development and promulgation of CGSC‘s
TRADOC Common Core (TCC) tasks; (6) Develop, maintain, and provide military leadership and
leader development instruction IAW TCC for NCOES, WOES and Captains Career Course; (7)
Develop, maintain, and provide instruction in military leadership for ILE Core and Advanced
Operations Warfighting Course (AOWC); (8) Develop, maintain, and provide civilian leadership
instruction IAW Army Civilian Training and Education Development System; (9) Develop,
maintain, and promulgate leadership doctrine; and (10) Assess and promulgate the Warrior Ethos
through doctrine and leadership instruction.
The Center is comprised of the Headquarters and Operations Section, the Leader
Development Office (LDO), the Leadership Education and Training Development Division
(LETDD), the Leadership Research, Assessment and Doctrine Division (LRADD), the Civilian
Education Division (CED), and the Leadership Instruction Division (LID). The Headquarters and
Operations Section Directs, prioritizes and synchronizes the activities of the Center. The LDO
coordinates, integrates and facilitates the training & leader development management process.

7

CGSC Circular 350-1
Commandant
LTG David. H. Petraeus

Deputy Commandant
BG Volney J. Warner

Assistant Deputy
Commandant

CGSC Sergeant
Major (Acting)

COL Keith R. Vore

SGM John T. Cross

Transformation
Chair

Center for Army
Leadership

Dr. Ralph Doughty

COL Mark French

US Air Force

US Navy

COL David
Neuenswander

CAPT Gary
Noble

US Marine
Corps
Col Jeffery Bowden

Dean of Academics

Chief of Staff

COL Plaudy Meadows

Mr. Jeffrey LaMoe

Digital Leader
Development Center

Graduate Degree
Programs

Personnel and
Administration

CGSC Operations

Mr. Steve Davis

Dr. Robert Baumann

MAJ Jeffrey Gunn

Academic Outreach
Program

Accreditation

Logistics

CGSC Plans

LTC Lyle Adams

Mr. Allan Bockrath

LTC Stephen Tennant

Quality
Assurance

Faculty & Staff
Development

Resource
Management

CPT Kathleen Turner

Dr. Rhoda Risner

Ms. Ellen Bogdan

Mr. David Richardson

Registrar

Curriculum
Development

Mr. Kenneth Norris

LTC Ed Jennings

Directorate of
Reserve Component
Programs

Directorate of
Educational
Technology

LTC North Charles, ARNG
LTC Tony Moss, USAR

Mr. Lynn Rolf

LTC Robert Kiser

Dr. Robert Berlin

Public Affairs

Combined Arms
Research Library
Mr. Ed Burgess

Command and
General Staff
School

School of
Advanced
Military Studies

School of
Command
Preparation

Non-Resident
Studies

Army
Management Staff
College

COL Tom Weafer

COL Kevin Benson

Mr. Kim Summers

COL Mike King

COL Aaron Hayes

Center for Army Tactics, COL Barry Fowler
Department of Joint and Multinational Operations, COL Robert Mackay
Department of Logistics and Resource Operations, COL Michael Sevcik
Department of Military History, Dr. James Willbanks
Leadership Instruction Division, Center for Army Leadership, Mr. Marvin Nickels
Figure 1. Command And General Staff College Chain Of Command

8

CGSC Circular 350-1
LETDD designs and develops future Leader Development education and training as required or
directed. LRADD conducts research of leadership trends, future leadership needs, training and
Leader development concepts, and educational processes for sustainment and improvement of
Army Leader Development. CED serves as CAL lead for design and development of the future
Civilian Education System. LID develops, maintains, and provides military leadership instruction
for ILE Core and AOWC including ethical decision making, organizational level leadership, change
management, critical reasoning and creative thinking, leader assessment and development, the
human dimension in combat, and leadership in combat.
THE US AIR FORCE ELEMENT (AFELM) provides instruction emphasizing the employment
of air and space forces in support of national military strategies and objectives. Special emphasis
is given to the roles, missions, capabilities, and limitations of those air and space forces. Air
Force instruction is integrated into worldwide joint and combined warfare scenarios in support of
the warfighting Combatant Commanderâ&#x20AC;&#x2DC;s theater campaigns. Other specific blocks of instruction
include a Seminar on the Evolution of Airpower Theory, Joint Air and Space Operations Planning
in the Contemporary Operating Environment, Joint Air Operations in the 21st Century, SOF
Airpower in the Joint Campaign, and The Joint Fires Control Course.
THE US MARINE CORPS ELEMENT (MCELM) presents instruction on expeditionary and
amphibious operations as an essential element of national strategy. The instruction presents the
mission, functions, equipment, and organization of the Marine Corps. Fleet Marine Force (FMF)
instruction focuses on the Marine Air Ground Task Force (MAGTF), its balanced structure,
employment concepts, and ongoing developments in amphibious warfare. Instruction acquaints
students with techniques, principles of employment, and coordination of naval supporting arms
(naval gunfire and Navy and Marine close air support) in expeditionary and amphibious
operations.
THE US NAVY ELEMENT (NAVELM) provides instruction in the contributions of naval
forces to national security. The instruction introduces US Navy roles, missions, capabilities, and
limitations in fulfilling the global presence mission and in the conduct of regional conflicts.
Further, the Navy Element ensures the smooth integration of Navy students into each CGSC
class enhancing the execution of joint military education.
THE TRANSFORMATION CHAIR was established in November 2004. This chair is
sponsored by the DoD Office of Force Transformation. In this capacity, the Chair will serve as
the focal point for transformation studies at CGSC and will lead work to create new courses,
spur research, and influence the curriculum such that the college will remain on the cutting edge
of new Department of Defense and Army technologies, processes, and operating procedures as
the force transforms. These programs will help to ensure that graduates of the U.S. Army
Command and General Staff College are fully prepared for the future by virtue of having studied
the very latest information-age technologies and strategies for success on the battlefield. In
attaining these objectives, the Chair will serve as a member of the network of educators at DoD
institutions and will coordinate CGSC inputs to the Defense Transformation Research Program.
In this role, it will assist in the acquisition of funded research projects for CGSC faculty and
students. The objective of this program is to create new knowledge through original research
and collaboration, and to then diffuse this knowledge throughout the DoD educational
institutions to the students of all the military services. As part of this effort, it will identify and
advise on research projects suitable for use by students in CGSC Graduate Degree Programs
and the School of Advanced Military Studies. The Chair will also evaluate the CGSC curriculum
for appropriateness and currency of transformation-related courses and materials, coordinating
with proper academic departments to update the curriculum as needed. In addition, new

9

CGSC Circular 350-1
elective courses will be developed to assist in achieving the Office of Force Transformation‘s
objective of ―Education for Transformation and Information Age Leaders.‖
THE DEPUTY CHAIR OF LEADERSHIP was established at CGSC on 1 July 1993 to honor
General William E. DePuy and is occupied by the CGSC Deputy Commandant as part of his
position as the Army's executive agent for leader development. The inscription on the DePuy
Chair of Leadership captures the philosophy of the Army's leader development system, "The
secret to success lies in the selection and training of leaders before the first battle."
ADMINISTRATION

Dean of Academics

Graduate Degree
Programs

Digital Leader
Development
Center

Academic
Outreach Program

Accreditation

Quality
Assurance

Faculty and Staff
Development
Program

Registrar

Curriculum
Development

Figure 2. Dean of Academics Chain of Command
THE DEAN OF ACADEMICS The mission of the Dean of Academics is to support CGSC
programs according to priorities by leading key college committees and working groups through
a boards, centers and cells concept to ensure effective and efficient planning and execution of
critical college functions; provides professional forums that support collaboration among
schools, CAC, and outside agencies to ensure that the college achieves all possible synergies
to achieve educational excellence in academic programs. Figure 2 depicts the Dean of
Academics chain of command.
THE DIRECTORATE OF GRADUATE DEGREE PROGRAMS (DGDP) directs the Master of
Military Art and Science (MMAS) Degree Program, including Advanced Military Studies
participation and the Cooperative Degree Programs; develops, implements, and administers the
university program; supervises the Consulting Faculty Program; serves as executive secretary of
the CGSC Advisory Committee; maintains relations with associated colleges and universities;
serves as College liaison with the American Council on Education (ACE) and the North Central
Association of Colleges and Schools (NCA) for CGSC accreditation; advises the Commandant
and Deputy Commandant on educational matters; and coordinates with other appropriate CAC,
TRADOC, and DA offices involved in these and other activities.

10

CGSC Circular 350-1
DIGITAL LEADER DEVELOPMENT CENTER (DLDC) serves as the focal point for Army
Battle Command Systems (ABCS) instruction, performance-oriented simulations, and the conduct
of exercises throughout CGSC. The DLDC supports TRADOC's Institutional Digital Education
Plan (IDEP) and the Army Digital Training Strategy (ADTS) requiring the integration of ABCS into
institutional courses and programs. DLDC is organized into five divisions: ABCS Integration,
Joint Command and Control (JC2) Integration, Simulations, Exercise, and Network. The ABCS
Integration Division is responsible for training officers in the fundamentals of the current suite of
Army digital battle command systems, and their integration during practical exercises to support
Battle Command education and experience. This division is also the focal point for developing,
reviewing, and recommending improvements to ABCS curriculum development throughout
TRADOC. The JC2 Integration Division is responsible for training officers in Joint digital systems
(Global Command and Control System-Joint and Global Command and Control System-Army).
The JC2 Integration Lab is located on the third floor of CARL and provides SIPRNET
connectivity, secure voice communications, and classified storage. In addition, students can
access Joint Operation Planning & Execution System (JOPES) and other classified planning
systems in active use by Army components, Combatant Commanders and JTFs. The
Simulations Division is responsible for maintaining an execution-centric learning environment
using both Commercial-off-the-Shelf (COTS) and Government-off-the Shelf (GOTS) simulations.
These simulations are tailored to provide a challenging, relevant, and fully integrated learning
environment within the classroom. Current simulations in use are Decisive Action, TACOPSCAV,
Joint Deployment Logistic Model (JDLM), Joint Conflict and Tactics Simulation (JCATS), Digital
Battle Staff Sustainment Trainer (DBST), MILSIM, and JANUS. The Exercise Division is the
primary coordinator for the support and execution of the Prairie Warrior Exercise Series of
execution-focused exercises for CGSS and provides coordination for SAMS. The Network
Division is responsible for monitoring and maintaining the Battle Command Network (BCNet).
With over 900 systems throughout the CGSC campus, this enclosed network replicates a tactical
battle command LAN. Students are able to interface with ABCS systems within each classroom
on a daily basis.
DIRECTOR OF ACADEMIC OUTREACH PROGRAMS implements, facilitates, and conducts
outreach programs with the University of Kansas (KU), Kansas State University (KSU), and other
local and regional institutions of higher learning. The Director supports the CAC-KU and CACKSU memorandums of understanding (MOU) and CGSC-KSU agreements. Finally, the Director
coordinates Graduate Degree Programs in Security Studies/Leadership with KSU.
ACCREDITATION COORDINATION DIVISION (ACD) serves as CGSCâ&#x20AC;&#x2DC;s integrator to ensure
the college sustains accreditation credentials to deliver joint professional military education
(JPME), Army professional military education (PME), civilian degree-granting programs, and
occupational/career educational programs unique to the Army Management Staff College (AMSC)
as outlined below.
Joint Professional Military Education
Fundamental pieces of legislation have mandated specific requirements to the Chairman,
Joint Chiefs of Staff (CJCS) for military joint education. Examples of such legislation include the
Goldwater-Nichols Department of Defense Reorganization Act (GNA) of 1986, the Report of the
Panel on Military Education of the One Hundredth Congress of the Committee on Armed
Services House of Representatives One Hundred First Congress First Session of 1989, and
annual National Defense Authorization Acts.

 JPME-II taught at Joint Forces Staff College and senior-level colleges (SLCs), such as the
Army War College
 JPME-III, the CAPSTONE course taught at National Defense University for newly selected
General Officers/Flag Officers.
CJCS Instruction 1800.01B, Officer Professional Military Education Policy (OPMEP), 30
August 2004, defines the CJCS‘s objectives and policies for ILCs and SLCs. The JPME-I
program is designed to give students a foundation in joint matters, an awareness of the joint
environment and qualifies students for attendance to JPME-II institutions. Five primary learning
areas constitute the JPME Phase I program:
Area 1:
Area 2:
Area 3:
Area 4:
Area 5:

National Military Capabilities and Command Structure, and Strategic Guidance
Joint Doctrine and Concepts
Joint and Multinational Forces at the Operational Level of War
Joint Planning and Execution Processes
Information Operations and Command and Control, and Battlespace Awareness

Periodically, the CJCS sends a accreditation team (referred to as a Process for
Accreditation of Joint Education or PAJE Team) to review the College's curriculum, faculty,
students, and infrastructure to ensure compliance with OPMEP standards and learning areas.
CGSC‘s JPME-I resident and course location programs were accredited in March 2005 for three
years. The non-resident/Army Reserve Total Army School System (TASS) program was certified
in June 2005 for two years. The non-resident/Distance Learning program is scheduled for
certification in 2006.
Army Professional Military Education
In accordance with Headquarters Training and Doctrine Command (TRADOC)
memorandum, subject: TRADOC Quality Assurance (QA) Program and Accreditation of Army
Training and Education, dated 20 Jan 04, the TRADOC Quality Assurance Office (QAO) will
review TRADOC schools to accredit their Professional Military Education (PME) programs every
three years. In February 2005, a TRADOC QAO team conduct an initial review of the PME
content of all CGSC course. As a result, the TRADOC commanding general granted full PME
accreditation for all CGSC courses for three years to include the Intermediate Level Education
(ILE) Common Core Curriculum and the Advanced Operations and Warfighting Course
(AOWC), the non-resident ILE Common Core Curriculum, the Advanced Military Studies
Program (AMSP), the Advanced Operations Arts and Studies Fellowship (AOASF), the PreCommand Course PCC), the Tactical Commander‘s Development Program (TCDP), and the
Civilian Leader Development Courses (CLDCs)..
Higher Learning Commission
The Higher Learning Commission (HLC) is recognized by the US Department of Education
and the Council on Higher Education Accreditation (CHEA). The HLC is part of the North
Central Association (NCA) of Colleges and Schools, of which CGSC is a member. Membership
in the NCA denotes recognition of educational excellence. CGSC has enjoyed full membership

12

CGSC Circular 350-1
in the NCA since 1976. Public Law 93-365, signed by President Nixon in 1976, authorizes
CGSC to grant a Master of Military Art and Science Degree. Terms of the legislation specified
that CGSC must maintain regional accreditation through the NCA. The NCA, which is one of six
regional institutional accrediting associations in the United States, was founded in 1895 as a
membership organization for educational institutions. Through its Commissions it accredits and
thereby grants membership to educational institutions in a nineteen-state North Central region.
Its more than 4,700 schools, colleges, and universities cooperatively establish and uphold
standards for quality education. NCA evaluation teams visit member institutions periodically to
review programs, facilities, and operations and to ensure that high standards are maintained.
The NCA last conducted a full review of CGSC in 1995 at which time CGSC received
accreditation as a master's degree granting institution through 2006.
Army Management Staff College
Effective 1 October 2005, the Army Management Staff College (AMSC) became a
subordinate school under command and control of CGSC. The AMSC is accredited by the
Council on Occupational Education (COE) a non-profit voluntary membership organization
serving post-secondary education institutions interested improving the U.S. workforce. The
COE is the successor to the Commission on Occupational Education Institutions, founded in
1971. In 2002, COE accredited AMSC programs of instruction for six years. Additionally,
AMSC is a member of the American Council on Education (ACE) which is a coordinating body
for all the nationâ&#x20AC;&#x2DC;s higher education institutions and serves as a unifying voice to affect public
policy for higher education issues. The ACE formally recognizes the credits earned for AMSC
courses as transferable credit hours.
QUALITY ASSURANCE.
The Quality Assurance Office (QAO) manages the CGSC
Program Evaluation process via the Master Evaluation Plan (MEP). The yearly program
evaluation focus and priorities as defined in the MEP are supervised by the Assessment and
Evaluation (AE) Committee. The AE Committee is comprised of school/department two-person
teams consisting of the QAO representative and a school/department director appointed
member. The MEP defines the framework for program evaluations under the Accountable
Instructional System (AIS).
FACULTY AND STAFF DEVELOPMENT PROGRAM. The Faculty and Staff Development
Division (FSD) is the proponent for staff and faculty development programs and instructor
qualification. FSD's mission is to develop and certify faculty members (resident and nonresident) and provide educational services. The ultimate goal is that everyone within CGSC
partner in the development of teaching and learning, regardless of school, department, team,
subject matter expertise or leadership role. This program should support all staff and faculty
members in maintaining their professional military and educational competency.
REGISTRAR. It is the Registrar's mission to maintain academic records for all resident CGSC
students. To provide guidance for the administration of academic investigations and the
processing of academic records and reports. The Registrar maintains official academic records,
provides transcript services, manages and implements the Advanced Applications (Electives)
program; prepares and tracks all Academic AR 15-6 investigations, maintains the student
management system, as well as provides CGSS support.
CURRICULUM DEVELOPMENT (CD). Responsible for planning and coordinating the
vertical and horizontal integration of the curricula for the U.S. Army Command and General Staff
College which includes the Center for Army Leadership, four schools (CGSS, SAMS, SCP,

13

CGSC Circular 350-1
AMSC), and a non-resident (NRS) program of instruction; responsible for planning,
coordinating, and conducting all aspects of the Accountable Instructional Systems (AIS) (MiniPIC, PIC, CDR) to ensure the CGSC curricula is current, relevant, and adapts to meet
operational and educational requirements; manages and integrates the CGSC Special
Curriculum Integrators and eight contract curriculum developers; serves as the executive/lead
agent of the CGSC Curriculum Committee; serves as the principal advisor to the Dean of
Academics on all curriculum issues; and coordinates with other appropriate CAC, TRADOC, and
DA offices involved in these and other activities.

Chief of Staff

G1
Personnel and
Administration

G3
CGSC Operations

G4
Logistics

G5
CGSC Plans

Resource
Management

Directorate of
Education
Technology

Reserve
Component
Programs

Public Affairs

Figure 3. Chief of Staff Chain of Command
CHIEF OF STAFF (CoS). The Chief of Staff is responsible for the policies, operations,
personnel, and budget matters pertaining to the College. The CoS supervises the College staff
which includes the Personnel (G1), Operations (G3), Logistics and Facilities (G4), Planning (G5),
and Resource Management (RM). Additionally the special staff sections under the Chief include
the Directorate of Educational Technology (DOET), Directorate of Reserve Component Programs
(USAR), and Directorate of Reserve Component Programs (ARNG), and the Combined Arms
Research Library (CARL). The Office of the Chief of Staff consists of the Deputy Chief of Staff
and Secretary of the General Staff (SGS). The Chief's office exercises staff supervision over
the preparation and processing of College correspondence and publications. It coordinates and
supervises logistical support for the College, including maintenance of the College buildings and
grounds and allocation of space within the CGSC facilities. It is also responsible for all
personnel management functions within the College. It provides daily operational and
administrative support to include visitor coordination, physical security, fire prevention, and
safety. The College's fiscal management and budget functions are executed through support by
the CAC DCSRM. The CGSC Operations Division (G3) is responsible for coordinating,
scheduling, and executing special events and conferences; maintaining the Master Events
Calendar; coordinating and scheduling all staff and faculty professional development training,
facilities requirements, mobilization planning, and external personnel and equipment tasking.
Figure 3 depicts the Chief of Staff chain of command.

14

CGSC Circular 350-1
G1. Serves as the CAC G-1 representative for the Command and General Staff College,
responsible for the full range of human resources functions for an accredited graduate institution
consisting of 25 subordinate organizations. Supports over 600 Command and General Staff
College staff and faculty members consisting of military officers from across the Department of
Defense and allied nations, DA civilians, and contractors. Serves as the CGSC central point of
contact for personnel strength management and personnel services support. Responsible for
analyzing personnel strength data to determine current capabilities and project future
requirements; analyzing strength maintenance, including monitoring, collecting, and analyzing
data affecting personnel readiness; preparing estimates for personnel replacement
requirements, based on potential/known personnel losses; ensures personnel requirements are
met for CGSC joint accreditation. Provides a full range of personnel services support and
coordinates closely with the Fort Leavenworth Resource Management Office.
G3. Serves as the curriculum integrator of the College and is organized into four divisions:
The Operations Division plans and synchronizes the CGSC curriculum, both near- and midterm, and provides necessary academic support to the schools and departments in order to
sustain the goal of excellence in warfighting. The CGSC Operations Division is responsible for
coordinating, scheduling, and executing special events and conferences; maintaining the Master
Events Calendar; coordinating and scheduling all staff and faculty professional development
training, facilities requirements, mobilization planning, and external personnel and equipment
tasking.
G4. The G4 (Director of Logistics) has overall responsibility for physical resources, and is
responsible for providing logistical support for resident instruction at the CGSC and to all CGSC
activities. The G4 is the CGSC executive agent for administrative and storage space
management and is the CGSC Safety Program Administrator, which includes fire prevention,
energy conservation, and risk management. Within the G4, staff members and contract
employees are organized into two divisions, the Logistical Support Division and the Training
Support Division. The Logistics Support Division consists of the Services Section, the Supply
Section, and the Quality Assurance Section. This division provides logistical support for the
CGSC, to include all ceremonies, conferences, and special events, and provides limited
logistical support for the CARL. In addition, the Services Section is responsible for: facility
maintenance, construction, repair, and utilities; security and display of gifts; coordination for
transportation requirements; and for quality control on the cleaning contract. The Supply
Section provides institutional expendable, durable, and nonexpendable supplies. The Quality
Assurance Section monitors contracts to ensure compliance with all aspects of the contractâ&#x20AC;&#x2DC;s
specifications. The Training Support Division provides training support for all CGSC resident
instruction per contract. The Project Manager, Training Support Division, is responsible to the
G4. Training support is accomplished through a map library and four sections, the Resident
Distribution Section, the Classroom Support Section, the CGSC Postal Service Section, and the
Access Control Section.
G5. The G5 is the office of the college with staff proponency for Plans and Strategy.
Functions include establishment and maintenance of CGSC strategic planning systems,
development and maintenance of the long range planning calendar, management of the CGSC
Campaign Plan and associated documents, international activities coordination and planning,
the strategic readiness system and reporting, and other special planning efforts as assigned.
RESOURCE MANAGEMENT. The CAC Deputy Chief of Staff maintains an office in the
College to provide assistance in the areas of budgeting, planning, manpower, contracting, print
requests, and civilian personnel actions. The office also oversees CGSC non appropriated funds.

15

CGSC Circular 350-1
DIRECTORATE OF EDUCATIONAL TECHNOLOGY. The Directorate of Educational
Technology (DOET) is responsible for planning, procuring, accounting for, integrating and
supporting classroom and office automation technology at the CGSC. The DOET is also
responsible for operating the Lifelong Learning Center and the Leadernet Professional Forums as
part of the Battle Command Knowledge System. The DOET also plans, models, evaluates, and
integrates the technology aspects of the Lewis and Clark Center.
DIRECTORATE OF RESERVE COMPONENT PROGRAMS (DRCP) serves as the focal
point for all Army National Guard and US Army Reserve matters within the College. The Directors
serve as subject matter experts on the organization and capabilities of their respective
components as well as the principle point of contact (POC) for the utilization of Army Guard and
Reserve personnel in the College. The Guard and Reserve Directors also provide assistance and
input, through the Director, CGSS, for ARNG and USAR student needs, and serve as authors and
instructors for the RC elective.
PUBLIC AFFAIRS OFFICE ensures that the CAC and Fort Leavenworth community is
informed of any special events or activities that the college is participating in. The PAO also
works with the Installation Public Affairs Office to facilitate interviews with media representatives
who are interested in writing stories about CGSC and its mission. The PAO ensures that any
media representative request is answered in a timely and accurate manner.
COMBINED ARMS RESEARCH LIBRARY (CARL) is a world-class research center for the
study of the tactical and operational art of war. The CARL serves as the research facility that is
capable of supporting research needs in tactical and operational areas for military scholars
worldwide. The research center includes current and expanded library collections (including
books, periodicals, videotapes, audio tapes, etc.), archives and special collections, as well as
digitized full-text data bases of unpublished tactical and operational archival materials.
BOARDS AND COMMITTEES
CGSC ADVISORY COMMITTEE. Chartered by the Secretary of the Army, the CGSC
Advisory Committee, composed of distinguished civilian educators, meets annually to examine
the operation of the College. The committee's "reactions and suggestions" are contained in its
formal report to the Secretary of the Army and the CGSC Commandant.
CGSC ACADEMIC BOARDS and CGSC ACADEMIC MISCONDUCT BOARDS may be
convened in the event an AR 15-6 investigation proves to be inconclusive upon completion of the
investigation. These boards will consist of three voting members (one colonel as president and
two members senior to the student). Academic Boards are advisory boards convened for the
purpose of determining the facts and making recommendations concerning the disposition of
students who are experiencing marginal or unsatisfactory performance. Academic Misconduct
Boards are advisory boards convened to determine facts and make recommendations to the
Deputy Commandant or Commandant concerning a student's alleged academic misconduct.
These boards, if necessary, will determine if the student's overall record at CGSC warrants
dismissal from the course. See current CGSC Bulletin 12, Command and General Staff College
(CGSC) Academic Performance Investigations, Academic Misconduct Investigations, Graduation
Boards, and Student Dismissal/Release Procedures and CGSC Bulletin 20, Academic Ethics.
ILE GRADUATION BOARDS select students for academic awards, confer the MMAS degree,
and certify students for graduation in accordance with CGSC Bulletin 12. Board members include

16

CGSC Circular 350-1
the Dean of Academics; all teaching department directors; the Director, CAL; the Director, CGSS;
directors of each Sister Service element, and the Director, DGDP. The DRCP (USAR and ARNG)
will be voting members on the Reserve Component Graduation Board.
CGSC STAFF AND FACULTY COUNCIL reports directly to the Dean of Academics and is
composed of elected members. The council's purpose is to provide the means by which the staff
and faculty may join with the CGSC leadership in achieving the goal of the best possible
instruction at CGSC. The council also conducts special studies in areas approved by the Deputy
Commandant.
INSTITUTIONAL REVIEW BOARD ensures consistent application of rules and procedures
pertaining to the conduct of research involving human subjects.
STUDENT SURVEY COMMITTEE provides interface between the student body and the
faculty in matters of academic interest. The committee functions under the overall guidance and
direct supervision of the Quality Assurance Office. It is composed of one US student per section.
The members provide information and assistance in support of the curriculum evaluation process.
CGSC SIMULATIONS AND DIGITIZATION BOARD effectively coordinates digitization
initiatives for education and training requirements across CGSC and within CAC. The board
facilitates integration of simulation initiatives with digital education initiatives ensuring that they
are mutually supporting. Finally, it represents the Deputy Commandant on digitization issues
between HQ, TRADOC and HQ, DA. The board is controlled by the Digital Leader
Development Center (DLDC), chaired by the Assistant Deputy Commandant (ADC), and
includes CGSC School and Department Directors, National Simulation Center, TPIO-BC, and
TSM, BC as voting members.
DLDC CONFIGURATION CONTROL BOARD is responsible for effecting management and
mechanisms on all Information Systems (IS), devices, configurations, and Information Assurance
(IA) implementations. The board coordinates, with input throughout the college, the baseline
software image for education and training requirements used on the Battle Command Network.
All requirements for commercial off the shelf (COTS) and DOD programs are identified and
brought in front of the board by the Designated Approving Authority (DAA). The board consists
of, at a minimum, the Designated Approving Authority, Deputy Director of the DLDC, the
Network Manager (IANM), Information Assurance Officer (IANM), Operations Chief, Exercise
Chief and the lead System Administrator. The final approving authority for any modifications to
the network or software included for training and education is the DAA.
CGSC EXERCISE COMMITTEE is comprised of designated representatives from schools
and departments within CGSC. The committee meets periodically to coordinate exercise
initiatives, conduct in progress reviews, and recommend changes that enhance the CGSC
exercise program. The committee coordinates changes to scheduled exercises, validates
resourcing requirements, and reviews execution of exercises. Its long term focus is to create a
joint exercise program with sister services, and recommend changes in the CGSC exercise
program to the Dean of Academics. The committee lead is Chief of Exercises, Digital Leader
Development Center.

17

CGSC Circular 350-1
CGSC GRADUATE FACULTY COUNCIL. Effective 16 November 2004, CGSC established
a Graduate Council (GC) as a standing body to advise the Commandant and Deputy
Commandant on academic policy. The GC consists of senior faculty and serves as a repository
of institutional memory and continuity among the senior leadership.
The GC membership consists of five to nine members including the Director, Graduate
Degree Programs, who acts as the Chair. The Deputy Commandant appoints other members of
the GC. Appointments are contingent upon length of service to CGSC and a substantive record
of scholarship through research, publication, teaching, and professional activity. At least twothirds of the members hold doctoral degrees.
The GC reviews policy and makes recommendations in three broad areas: Faculty
appointments and professional development, support for faculty research, and academic policy
and curriculum. The GC organizes committees as necessary to study issues and to make
recommendations to the Deputy Commandant. A brief review of the above areas follows:
Faculty Appointments and Professional Development. The GC reviews the overall
composition of the faculty and identifies important areas of expertise that are insufficiently
represented across CGSC. The GC advises Directors, Schools, and the Deputy Commandant
on appointment of faculty at the rank of Associate Professor or Professor. In addition, the GC
establishes criteria for membership to its body and clarifies the roles of graduate faculty at
CGSC. The GC also reviews faculty curriculum vitae and makes recommendations on
professional development.
Support for Faculty Research.
The GC makes recommendations to the Deputy
Commandant on the selection of CGSC faculty for sabbaticals to conduct research or to write.
The GC also advises on priorities for CGSC financial support for faculty research and
attendance at professional or academic conferences. Finally, the GC promotes awareness
throughout the faculty of grant opportunities available outside CGSC.
Academic Policy and Curriculum. The GC advises the Deputy Commandant on the overall
structure of the curriculum within CGSC and on matters of academic policy, such as standards
for graduate-level curriculum or CGSC bulletins. The GC also advises the Deputy Commandant
on preparation for external review processes such as accreditation and visits by external
advisory bodies.
SCHOOLS
COMMAND AND GENERAL STAFF SCHOOL (CGSS) educates selected senior captains
and field grade officers attending the Intermediate Level Education (ILE) Common Core Course.
Its purpose is to prepare all field grade officers with a warrior ethos and warfighting focus for
leadership positions in Army, joint, Multi-national, and interagency organizations executing full
spectrum operations. The CGSS faculty also educates and trains operations career field
(OPCF) officers attending the ILE OPCF qualification course, the Advanced Operations and
Warfighting Course (AOWC). Its purpose is to develop operations career field officers with a
warfighting focus for battalion and brigade command capable of conducting full scale operations
in joint, interagency, and multinational environments, and educate officers so they have the
requisite competencies to serve successfully as division through echelon-above- corps-level
staff officers. Both courses emphasize the use of critical reasoning and creative thinking. CGSS
also provides administrative support to all US and International Military Students and their families

18

CGSC Circular 350-1
enrolled in the resident Intermediate Level Education course, coordinates the extracurricular
activities and projects of the ILE class, and administers the Security Assistance Training Program.
The CGSS accomplishes this mission through three divisions: The US Student Division (USSD)
provides all US Army administrative support and selected support to Air Force, Navy, Marine
Corps, Coast Guard officers, and civilian students.
The International Military Student Division (IMSD) supports International Military Student
programs and activities, and the Operations Division. The CGSS also supervises the CGSC
Service to the Nation program. This program is a community outreach program that promotes
understanding and appreciation of the members of the Armed Forces as involved citizens in their
communities and professionals committed in their military service to the Nation. Instruction for
International Military Students (IMS) is divided into three parts: the IMS Preparatory Course
(IMSPC), the Intermediate Level Education Preparatory Course (ILEPC), and the ILE. Generally,
IMSPC and the ILEPC allow the IMS to enter the resident course with their American counterparts
after several weeks of familiarization, not only with English but also with small group methodology
and the US Army method of operation. These courses are only a part of what has come to be
known as an IMS "Leavenworth Experience." Throughout the course of the academic year, the
DOD Field Studies Program exposes the IMS to both the formalized institutions of the United
States, as well as the many facets of American culture. IMS participate in tours and visits to
representative agencies, and are exposed to the diversity of American life through a wide variety
of family-related activities. Hopefully, by the close of the academic year, the students will gain an
objective view of the United States. Assisting in the overall process are the three sets of
volunteer sponsors for each IMS: one from the city of Leavenworth, one from Kansas City, and
one from the military community, referred to as their Fort Leavenworth Sponsor.
Fort Leavenworth also has two other programs that augment the Sponsor Program:
The Command Sponsor Program. If, and only if, the military sponsor is on leave or TDY
during the critical arrival time, a command sponsor will perform pre-arrival, reception, inprocessing, and integration responsibilities that welcome the IMS and his family to Fort
Leavenworth and ILE. This assistance to the IMS and his family primarily occurs in June.
The Student Ambassador Program. Each IMS is assigned a student ambassador who is a
US student classmate in the IMS staff group. The student ambassador voluntarily assists the
IMS in their staff group in academic matters pertaining to the class. Matters not related to
academics or the College is the primary responsibility of the sponsor.
Selected IMS present audiovisual presentations about their countries during the year.
These "Know Your World" programs are open to the public. The presentations are 60 minutes
long and generally cover national highlights of historical, cultural, economic, and tourist items of
interest. This program is suitable for all ages and may include native food or other cultural
information following the conclusion of the presentation.
Center for Army Tactics (CTAC) provides a program of instruction throughout the Army
that grows leaders to plan, execute, and command in full spectrum and combined arms
operations for a Campaign quality Army with Joint and Expeditionary Capabilities. Key functions
include developing resident programs of instruction for Intermediate Level Education (ILE) and
Advanced Operations and Warfighting Course (AOWC) courses, instructing combined arms
warfare at the CORPS through Brigade Combat Team (BCT) levels and reviewing and
recommending improvements to tactical doctrinal literature. It is also responsible for reviewing all

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CGSC Circular 350-1
tactical educational materials associated with the non-resident versions of the Intermediate Level
Education (ILE).
Department Of Joint And Multinational Operations (DJMO) develops curriculum
designed to educate officers in the planning and execution of joint, multinational, and
interagency operations during peace, conflict, and war, with emphasis at the operational level of
war. At the completion of the ILE core and AOWC Block I curriculum, students are able to
evaluate national strategies, conduct strategic and operational estimates, analyze military
operations other than war (MOOTW), and plan joint operations at the theater, strategic, and
operational levels. The DJMO curriculum emphasizes joint planning processes used to deploy,
employ, and sustain US joint forces in contingency operations across the spectrum of conflict.
The curriculum focuses on how a joint force commander translates national interests and
national security objectives into military objectives and employs joint forces to accomplish those
objectives in war and in operations other than war. The DJMO also develops this material for
the non-resident versions of the ILE. Additionally, during AOWC, DJMO offers two specialized
areas of concentration to include a Joint Advanced Warfighting Studies (JAWS) track and a
Special Operations Forces track for selected officers. The DJMO also offers approximately 43
elective courses that expand on the fundamentals of joint operational warfighting presented
during the ILE core and AOWC Block I curriculum.
Department Of Logistics And Resource Operations (DLRO) educates, trains, and
develops officers in the art and science of resource management, management science, and
force management support for military operations across the full spectrum of operations. Logistics
operations are presented at the tactical, operational, and strategic levels, incorporating Army joint
and combined environments. The DLRO also develops all logistics and resource managementoriented courseware associated with the non-resident versions of the ILE. DLRO offers 12
elective courses that expand on the fundamentals of tactical, operational and strategic logistics.
Additionally, DLRO has two certification courses that are jointly instructed with Fort Eustis, the
Division Transportation Course; and Fort Lee, the Support Operations Course.
Department Of Military History (DMH). The mission of DMH is to educate ILE officer
students skilled in critical thinking and informed by historical perspectives that thus make them
better prepared to achieve the nationâ&#x20AC;&#x2DC;s objectives in war and peace. The DMH is responsible
for developing and teaching the military history curriculum at CGSC and assisting other
departments in integrating military history into their instruction. The DMH is also the proponent
for The Smythe Award and the Arter-Darby award.
Leadership Instruction Division (LID), Center for Army Leadership.
Although
assigned to the Center for Army Leadership, LID functions as an academic department of the
Command and General Staff School. Leadership instruction at CGSS is designed to help
student officers transform from direct level to organizational level leaders. Through the
leadership curriculum, officers consider leadership lessons of the past in developing leadership
insights for the contemporary operational environment and for the future. LID offers 10 elective
courses, including opportunities for independent study, so that students may pursue their
interests in the study of leadership. LID is the proponent for the General MacArthur Leadership
Writing Award.
SCHOOL OF ADVANCED MILITARY STUDIES (SAMS) educates officers at the graduate
level in military art and science thereby producing leaders with the flexibility of mind to solve
complex operational and strategic problems in peace, conflict, and war. The SAMS consists of

20

CGSC Circular 350-1
the Advanced Military Studies Program for majors and the Advanced Operational Arts Studies
Fellowship, a Senior Service College level program. Both programs award a Master‘s level
degree in the art and science of war.
SCHOOL FOR COMMAND PREPARATION (SCP) organizes, administers, and conducts
preparation courses for battalion and brigade level command selectees (and their spouses), as
well as noncommis-sioned officers chosen to serve as Command Sergeants-Major (and their
spouses). The SCP also provides simulation enhanced tactical training for CGSC students and
faculty members.
NON-RESIDENT STUDIES. The mission of the Directorate of Non-Resident Studies
(DNRS) is to develop leaders prepared to execute full-spectrum joint, interagency, and multinational operations through non-traditional means. NRS develops, distributes, and administers
the Command and General Staff College‘s distance learning programs (the Total Army School
System – TASS – ―M‖ Course and the web-based ―S‖ course) to Active and Reserve
Component officers from all services and allied nations.
ARMY MANAGEMENT STAFF COLLEGE (AMSC) located at Fort Belvoir educates and
prepares Army civilian and military leaders to assume leadership and management
responsibilities throughout the sustaining base. Recently the Army placed AMSC under CGSC.
Transition is being implemented.

21

CGSC Circular 350-1
CHAPTER 3

ACADEMIC ETHICS
Any student who is suspected of violating the CGSC Academic ethics policy is subject to an
AR 15-6 investigation that may result in appropriate disciplinary action. See current CGSC Bulletin
12, Command and General Staff College (CGSC) Academic Performance Investigations,
Academic Misconduct Investigations, Graduation Boards, and Student Dismissal/Release
Procedures and CGSC Bulletin 20, Academic Ethics.
Professional ethics is of paramount importance to the CGSC. Work presented by students,
staff, and faculty as their own will be their own. To do otherwise results in unfair advantage and is
inconsistent with professional ethics and integrity. Academic ethics, as it relates to staff, faculty,
and students and their duties at the CGSC is defined as follows:
The application of ethical principles in an academic environment; giving and receiving only
authorized assistance; and conducting legitimate research and properly attributing credit to
sources of information.
This statement and the following amplifications of it are intended to assist the vast majority
who want to do the right thing and thereby have a more productive learning experience. This
policy is not intended to be a vehicle to incriminate those who might be inclined to violate
professional standards. Officers may be technically guilty of plagiarism and subject to the full
penalties for it, even though they have the best intentions, if they don't document the sources of
their information properly. (Ignorance is not a defense.) PLAGIARISM, IN ANY FORM, IS
STRICTLY PROHIBITED!
Plagiarism defined: 1. an act or instance of plagiarizing; 2. something plagiarized (Webster's
New Collegiate Dictionary, Copyright 1975 by B. & C. Merriam Co.).
Plagiarize as defined by Webster: to steal and pass off (the ideas or words of another) as
one's own; use (a created production) without crediting the source; to commit literary theft; present
as new and original an idea or product derived from an existing source.
Plagiarism is the presentation of another‘s writing or another‘s ideas as one's own. Legally,
socially, and academically it is considered a form of theft . . . (Writing with a Purpose, 4th edition,
James M. McCrimmon). Plagiarism covers more than copying another's work word for word. The
unattributed use of only a portion of another's work constitutes plagiarism.
Copying words from a source without identifying those words with quotation marks and an
endnote and copying the work of another student is plagiarism.
Students will NOT:
 Possess or use copies of solutions to practical exercises that have not been issued to
them.
 Possess, use, or transfer copies of examinations, examination solutions, lesson solutions,
or any other controlled issue materials used in any CGSC resident or non-resident course prior to

22

CGSC Circular 350-1
ď&#x201A;ˇ or during the administration of the evaluation instrument to an individual, their staff group,
or section.
ď&#x201A;ˇ Reproduce, disseminate, or discuss graded lessons, examination questions, or solutions
from their course or any other resident or non-resident CGSC courses with other students who
have not taken the examination in question.
IF UNCERTAIN ABOUT WHAT IS ALLOWABLE, ASK YOUR INSTRUCTOR,
STAFF GROUP ADVISOR (SGA), OR SUPERVISOR.
To preclude compromising the evaluation process, students and instructors will refrain from
discussing or otherwise exchanging information on examinations or quizzes within hearing of
unauthorized personnel.
The student evaluation process is designed to determine the
assimilation and comprehension of each student for each course and to provide information for
curriculum design and improvement. Deliberate or unintentional disclosure of examination/quiz
content invalidates the evaluation process.
Requirements to maintain the highest professional standards apply to all members of the
resident and non-resident College community to include staff, faculty, and students. Instructors
and authors are expected to do honest research and, when they publish for personal recognition,
to attribute credit to those from whose work they borrow.
Instructors, staff leaders, SGAs, and others called on to give extra instruction or tutorial
assistance must be cautious not to compromise the spirit of academic ethics in their efforts to
assist students desiring help.
Copyright laws are specific and demanding. All personnel must honor them and not be lured
into insensitivity by the ease of photocopying, tape duplication, and other technologies.
The educational exemptions in the copyright laws are actually limitations on the exclusive
rights of the copyright owner. Three sections of the law provide such limitations in the interest of
nonprofit education: Section 107, "Fair Use," Section 108, "Reproduction by Libraries and
Archives," and Section 110 (1) & (4) that exempt face-to-face classroom showings from public
performance restriction.
For specific information on the use of copyrighted materials, contact CARL at extension 7583018.
Some departments and/or instructors encourage the use of spelling, grammar, and style
checkers while others do not. Language-analysis software is a powerful tool for learning and a
quality control for writing. This software, unlike the dictionary or composition text, "proofreads"
writings and recommends changes based on "rules" set up for that program. It flags potential
problems and offers recommendations; the writer makes the decisions. A writer may passively
accept these recommendations, but a good writer recognizes the program's limitations as an
analytic tool and bases his decisions on personal knowledge. Because the final decision rests with
the writer, CGSC does not require acknowledging the use of these programs.
If technical advice is sought from another person on spelling, grammar, or style checkers, the
advice will be limited to generic aspects of using the program, and exclude advice on specific
assignments. Students must safeguard their work from exposure to a classmate's view when
using any computer software.

23

CGSC Circular 350-1
The non-attribution policy of the College regarding guest speakers (see page 2-8) is an
important issue. Violation of the policy would not only threaten academic freedom at the College,
but would also bring into question the ethics of the individual who was aware of and understood
the policy but violated it anyway.
Prior to reporting any suspected violation for official action, the alleged offender will be
confronted by the person observing the suspected violation. Understandably, this is difficult to do,
but this process may preclude unnecessary emotion, frustration, and energy encountered by
reporting someone because of misunderstanding or mis-perception. During confrontation all
efforts will be taken to protect the individual's rights. Witnesses should be present at this session.
While not mandatory, the reading of rights under Article 1, Uniform Code of Military Justice
(UCMJ), is advisable. If after confrontation it is felt a violation may have occurred, the following
reporting procedure should be used:
Resident Course
Students should report suspected violations to their SGA or the course instructor who will
report the incident to their department director, Director, CGSS; Director, SAMS; or Director, SCP.
Staff and faculty report to their committee, team, or division chief who reports to their
respective director.
School and department directors report to the Dean of Academics.
ILE directors will notify the Dean of Academics and/or the senior representative of the AFELM,
NAVELM, or MCELM of any suspected violation by an officer of their respective service.
Non-Resident Courses
Students report to the Director, NRS in writing or telephonically.
Staff and faculty (graders) report to the Director, DNRS.
Director, DNRS reports to the Dean of Academics.
Director, DNRS will notify the senior representative of the AFELM, NAVELM, or MCELM of
any suspected violation by an officer of their respective service.
Violations are serious breaches of ethics and are cause for academic disqualification, other
administrative action, and/or punishment under the provisions of the UCMJ. The Dean of
Academics will approve/ disapprove requests to convene misconduct and academic boards. The
board will be conducted as described in CGSC Bulletin 12. Board proceedings are administrative
in nature and do not constitute proceedings under the UCMJ.
International Military Students are subject to the criteria established in this document with the
provision that final action taken rests with Commander, TRADOC, under the provisions of AR
12-15, Education and Training of Foreign Personnel by the US Army.

24

CGSC Circular 350-1
ACADEMIC FREEDOM
As an institution accredited by the North Central Association of Colleges and Schools
(NCACS), the CGSC subscribes to the American Association of University Professors 1940
Statement on Academic Freedom. The CGSC depends on the free flow of ideas for its intellectual
vitality. Indeed, the principles of adult education practiced by the College are based on the
importance of free thought in an academic environment. But, this freedom also imposes certain
obligations:
--In the classroom, the College encourages aggressive examination of all academic subjects.
However, the debate naturally arising among professionals in such an environment should be
kept free from controversial matter having no relation to the scheduled instruction.
--Students, staff, and faculty are entitled to full freedom in research and publication of results,
consistent with the academic responsibilities of the CGSC. Nonetheless, these efforts are subject
to regulatory and statutory limitations, current public affairs policies, copyright laws, security
considerations, and the CGSC non-attribution policy.
--When CGSC students, staff, and faculty speak or write on matters outside the purview of the
College, they are free from academic censorship or discipline. But they must remember that the
public may judge their profession and the CGSC by what they say. They should be accurate,
exercise appropriate restraint, show respect for the opinions of others, and make every effort to
indicate that the views they express are theirs and not necessarily those of the CGSC or DA.
STATEMENT ON ACADEMIC FREEDOM AND RESPONSIBILITY
The USACGSC believes academic freedom for its faculty and students is fundamental and
essential to the health of the academic institution. Without academic freedom, the uninhibited
search for insight and knowledge is impossible. At the same time, certain individual
responsibilities are inherent in the time-honored tradition of free speech. Academic integrity
requires that each of us pursue factual accuracy and safeguard classified information. The
combination of individual responsibility and academic freedom contributes to the institutional
integrity of the USACGSSC and includes the following principal elements:
 Freedom to discuss in a non-attribution manner within a classroom any material or ideas
relevant to the subject matter supporting course objectives.
 Freedom to teach, conduct research, and publish research findings.
 Freedom to seek changes in academic and institutional policies.
 Responsibility to ensure specified institutional learning objectives are achieved.
 Responsibility to pursue excellence, intellectual honest, and objectivity in teaching.
 Responsibility to encourage faculty, students, and colleagues to engage in free
discussion and inquiry.
 Responsibility to encourage and nurture innovative, critical reasoning and creative
thinking, discussion, and writing in all areas supportive of the curriculum.
 Responsibility that information is presented objectively; a particular point of view may be
advanced, as long as the right to further inquiry and consideration remains unabridged.
 Responsibility to assess the claims of others with respect and objectively.
 Responsibility to uphold scholarly standards for research and publication.

25

CGSC Circular 350-1
NONATTRIBUTION POLICY
The CGSC Nonattribution Policy applies to all speakers and lecturers at the College. The
policy is stated as follows:
Nothing guest speakers say while visiting the College will be attributed to them personally,
either directly or indirectly, by any person. The name of a former speaker will not be used when
asking questions or developing discussions with a later speaker. Views of an earlier speaker,
whether in agreement with or opposed to those of a later speaker, will not be attributed to the
former speaker by name, position, or title. This policy covers unclassified as well as classified
terms. Nothing a speaker says will be attributed to him/her in discussion with any news media,
public forum, or any other way.

INSTRUCTIONAL FACILITIES
Bell Hall and Eisenhower Hall are the primary CGSC resident instructional facilities.
Bell Hall is the home of and the primary facility used for teaching the ILE. The building has 15
classrooms designed to hold 64 students, or they may be divided to accommodate two 32-student
or four 16-student groups. The building also houses Eisenhower and Marshall Auditoriums,
Trophy Lounge, a tiered conference room, and support facilities including a cafeteria, bookstore,
barber shop, and automatic bank teller. Eisenhower Auditorium seats 1,425 persons; the stage,
one of the largest in the Army, has production capabilities for all types of productions. Marshall
Auditorium seats 354 persons and is used for instruction and as a briefing room for the staff and
faculty.
Eisenhower Hall is the home of the CARL, SCP, SAMS, NRS, and CAL. The building has 16
classrooms, 8 seminar rooms, a Group Assembly Room, 2 conference rooms, and a cafeteria.
The seminar rooms seat 16 students each and are dedicated for use by the SAMS. Nine
classrooms are designed to seat 32 students or be further divided to accommodate 2 groups of
16.
DePuy Auditorium is the Group Assembly Room. It is a full service auditorium seating 134
persons, and the two conference rooms are designed to hold up to 30 persons each. Some ILE
instruction is conducted in Eisenhower Hall also. The remaining classrooms are used for JANUS
instruction, the PCC, SAMS courses, and by various working groups.
There are three plasma screens for informational purposes only. There are two in Bell Hall
and one in Eisenhower Hall.
The following equipment is available for use in CGSC auditoriums:
 Closed-circuit television for screen projection in Eisenhower Auditorium and side-mounted
television projection in Marshall Auditorium and the Group Assembly Room. The closed-circuit
television in Eisenhower Auditorium can also be interfaced with the TNET system located in the
GIB, Eisenhower Hall, room 260B.
 Dual, 16-mm sound motion picture projectors--front and rear projection in Eisenhower
Auditorium; front projection only in Marshall Auditorium and the Group Assembly Room.
 35-mm (2" X 2") slide projector with push-button, remote control attachment.
 Overhead projector for 10" X 10" or smaller transparencies—front and rear projection
available in Eisenhower Auditorium; front projection only in Marshall Auditorium and the Group
Assembly Room.
 Triple-screen projection available for both Eisenhower and Marshall Auditoriums; doublescreen projection in the Group Assembly Room.
 Marshall Auditorium also has Video Tele-Conferencing capabilities.
 Whiteboards, easels, and pointers.
 Sound tape recorder (3.75' min or 7.50' min).

The Computer Laboratory is located in room 65G, Bell Hall. Microcomputers are available
for students, staff, and faculty. This center can be used for individual study, staff group
discussions, or instruction. Unless it has been reserved for specific use, it is available whenever
Bell Hall is open. The CGSC G3 should be contacted to reserve the facility.
BATTLE COMMAND EDUCATION FACILITIES
DLDC maintains a number of digital training facilities for use by staff and faculty of CGSC
and students attending courses at CGSC. Unless reserved for specific use, they are available
whenever Bell Hall or CARL is open (normal class hours). Requests should be directed to the
DLDC Operations Division for group or individual use. The facilities available are the Warlab, C2
Lab, Education Lab, Joint Command and Control (JC2) Facility and Situational Awareness Lab.
 The Warlab is located in Classroom 7, Bell Hall. The lab provides networked
microcomputers available for training students and instructors on the suite of simulations used
within the college; for conducting exercises; and a venue for simulation experimentation and
research.
 The C2 Lab in Room 310, Bell Hall is used to replicate division and brigade command
posts (CPs). It includes mockups of command and control vehicles in a typical CP configuration
and is equipped with current battle command technologies.
 The Situational Awareness Lab is located in Classroom 9. This classroom houses a
concentration of ABCS in a computer lab setting. The lab provides general support to the
CGSC campus and is capable of providing greater throughput of students on a wide variety of

28

CGSC Circular 350-1
programs including the Combined Arms Planning and Execution Monitoring System (CAPES),
the Maneuver Control System (MCS), and Command Post of the Future (CPoF).
 The Education Lab is located in five classrooms in Room 310 wing of Bell Hall and
Classroom 17. These classrooms are used by DLDC instructors to conduct in-depth classes on
Battlefield Automation Systems including the Advanced Field Artillery Tactical Data System
(AFATDS), Air Missile Defense Work Station (AMDWS), Future Battle Command Brigade and
Below (FBCB2), All Source Analysis System (ASAS), and Battle Command Sustainment
Support System (BCS3).
 The Joint Command and Control (JC2) Facility is located on CARL's third floor secure
area and is open to US officers and faculty only. The facility offers classrooms, work areas, a
conference room, file server, a training lab, and SIPRNET access. Classes taught include
Global Command and Control System (GCCS), Command and Control Personal Computer
(C2PC), National Geospatial-Intelligence Agency tools, JOPES Editing Tool (JET), Joint Flow
Analysis System for Transportation (JFAST), Joint Force Requirements Generator II (JFROG
II), Transportation Coordinators Automated Information for Movement System (TCAIMS) and
more.
COMBINED ARMS RESEARCH LIBRARY
The Combined Arms Research Library (CARL) is the research center for the CGSC and the
CAC. It also serves other TRADOC installations as well as military scholars and researchers
throughout the United States and overseas. CARL is the best library in the world for the study
of land warfare at the tactical and operational level.
The book collection consists of approximately 280,000 volumes concentrating on military
science, history, politics, area studies, and leadership. Access to the book collection is through
the online catalog, which offers students the ability to search by author, title, subject, and
keyword. It may be accessed at:
http://cgsc.leavenworth.army.mil/carl/catalog/
The Library subscribes to hundreds of magazines and newspapers, with access to more
through its electronic databases. Back files of many more are available in either paper copy or
microfilm.
The CARL document collection consists of approximately 200,000 technical reports, after
action reports, and historical materials. It covers all aspects of military science, including
leadership, intelligence, weapons, equipment, training, operations, tactics, and doctrine. CARL
maintains a complete collection of CGSC MMAS theses and SAM‘s papers, many of which are
online in the CARL Digital Library. An extensive collection of military authority publications
(Army regulations, field manuals, DA pamphlets, training manuals, joint publications) and other
administrative, technical and training publications, both current and obsolete, is also available.
The CARL Special Collections and Archives section holds a complete collection of CGSC
instructional materials dating from 1882, tapes of guest speakers, and other College materials.
Documents recording the institutional life of Fort Leavenworth from 1970 to the present are
available for use. Other materials available include VII Corps operational documents from
Desert Storm and materials from Somalia and other contingency operations. The Rare Books
Room holds rare and valuable military books dating from the 17th Century.

29

CGSC Circular 350-1
CARL absorbed the Fort Leavenworth post library in 1995 and continues to meet the
community‘s needs for public library service. Family members, retired military and civilian
workers can find relevant material and assistance. Nonfiction, fiction, biographies, and general
reference books are integrated into the CARL book collection. A separate room on the second
floor holds the children‘s collection. All books are accessible through the online catalog.
Children‘s story hours and reading programs are available periodically. For dates and times,
ask at the circulation desk. Some of the Library‘s commercial databases are available for home
use and are specifically for elementary and secondary students. There are ten computers with
high speed Internet access through a commercial ISP for community use.
The Library subscribes to online commercial databases containing citations and abstracts to
articles in some 100,000 publications, full-text to over 19,000 publications, extensive
Congressional information, in-depth country information, and access to working papers,
conference reports, and similar hard to locate materials on international affairs. Most of these
databases are available from any official Fort Leavenworth computer, and some can also be
accessed from home computers. Ask at the reference or circulations desk for more information.
CARL participates in interlibrary loan, providing access to items not held in our collection or in
our databases.
Click the ―Databases‖ tab on our homepage to access these resources:
The E-Journal Portal identifies and links to the full-text journals found in our major
databases.
ProQuest provides unlimited access for all post personnel to a large database of magazine,
journal, and newspaper articles in a variety of disciplines, many full-text.
EbscoHost provides unlimited access for all post personnel to several databases, including
military/government, academic, and business collections. Many articles are full-text.
Infotrac includes newspaper, health, computer, and Spanish-language databases, including
many full-text articles.
Jane’s Geopolitical provides worldwide military and security information and includes the full
text of Jane‘s Sentinel publications.
CountryWatch provides current news, statistics and in-depth background information on the
192 countries of the world.
Columbia International Affairs Online (CIAO) is the most comprehensive source for theory
and research in international affairs and includes working papers from university research
institutes, occasional papers series from nongovernmental organizations (NGOs), foundationfunded research projects, proceedings from conferences, books, journals and policy briefs.
FirstSearch is a collection of databases in a variety of subject areas, including psychology
and public affairs. Most records are citation/abstract only, but an increasing number are fulltext. One database is the WorldCat, a combined catalog of holdings for over 10,000 libraries.
The Defense Technical Information Center (DTIC) contains over two million DoD studies,
after action reports, and technical reports dating back to World War II. Our page links to the

30

CGSC Circular 350-1
Center‘s Public STINET database, containing unclassified/unlimited documents. Materials from
1998 forward are full-text.
SIRS is a current events database designed for elementary and middle school students.
Among the electronic resources available in the Classified Documents Section are Joint
Publications, Joint Munitions Effectiveness Manuals, the Medical Environmental Disease
Intelligence and Countermeasures CD, the Marine Corps Intelligence Activity’s Baseline
Reference Documents, Multi-Command Manuals, and other restricted Manuals, Databases, and
Compact Disks.
CARL provides SIPRNET access for faculty, staff, students and visiting personnel with
proper security clearance and need to know. The SIPRNET is a classified gateway providing
user access to current information to plans and operations. Personnel on the third floor DLDC
CGSC Facility create student, staff, faculty, and visiting personnel profiles. The third floor
reference staff will provide assistance to users in navigating the gateway and can instruct them
in establishing a classified AKO email account.
CGSC students can access the Internet, use Microsoft Office programs, and have use of a
scanner with their student login on the Library‘s first and second floors. CARL provides printers,
photocopiers and microform reader-printers for student use.
CARL occupies the entire south wing of Eisenhower Hall. The first and second floors of
the Library hold the book, periodical, and microform collections and are open the following
hours:
Monday—Thursday
Friday
Saturday
Sunday/Holidays

0700--2100
0700--1700
1000--1700
1200—1900

The third floor of CARL contains the document collection and the archives. It is open
Monday through Friday 0700—1700; closed weekends and holidays.
ACCESS IS
RESTRICTED.
General telephone numbers for CARL are commercial (913) 758-3101/3102 or DSN 5853101/3102.
EDUCATIONAL TELEVISION AND AUDITORIUM AUDIOVISUAL SUPPORT
The Media Services Division of the Training Support Center directs and administers the
activities of the College's closed-circuit distribution systems and the auditorium audiovisual
operator support personnel. Operation of a closed-circuit distribution system provides television
presentation service to all the classrooms including the FM music channel. The cable distribution
service is tailored for the needs of the College. The Television Branch is physically located in
Eisenhower Hall, room 155. The Auditorium Support Branch provides audiovisual technicians for
guest speakers, CAC conferences, ceremonies, PreCommand Courses, and CAC supported
special events.

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CGSC Circular 350-1
BOOKSTORE
The Bookstore, managed by the Army and Air Force Exchange Service, is located in the
basement of Bell Hall. Operating hours are 0700 to 1500, Monday through Friday. A variety of
merchandise and services is available through this support facility. A wide selection of
hardbound and paperback publications, school supplies, calculators, stationery, greeting cards,
and software can be purchased.
GUEST SPEAKER PROGRAM
Guest speaker presentations consist of speakers who address the staff, faculty, and students.
There is an average of three speakers per month during the academic year. These military and
civilian dignitaries, US and international, speak on a wide variety of subjects that enhance the
educational and professional development of student officers, staff and faculty, and members of
the CAC community. ILE student attendance at scheduled guest speaker presentations is
required with the exception of classified presentations when only US students may attend.
Guest lectures consist of a lecturer who addresses a specific course to the faculty and
students. Normally, the lecturer speaks on a specific subject in support of an advanced
applications course. These programs are normally conducted in Marshall Auditorium or a
classroom and, if space is available, visitors may attend.
EXTRACURRICULAR ACTIVITIES
The CGSC recognizes that extracurricular activities are an essential part of a student's life;
therefore, we encourage participation in a wide and diversified assortment of recreational, social,
and religious activities. CGSC Circular 350-4, Administrative Instructions for the Command and
General Staff Officer Course, lists numerous on-post activities available to students and their
family members.

32

CGSC Circular 350-1
CHAPTER 5
COMMAND AND GENERAL STAFF SCHOOL

DESCRIPTION OF GRADUATES
Field Grade Officers for the Army and the Nation
The graduate of the Command and General Staff College (CGSC) possesses a warrior ethos
and warfighting focus that enables him or her to lead competently and confidently on Army, joint,
interagency, and multinational teams and throughout the spectrum of operations.
Command and General Staff School (CGSS) Graduates


Are prepared to assume warfighting duties immediately upon graduation.

 Possess the competencies and supporting skills and knowledge that enable them to perform
duties effectively and help teams achieve organizational objectives.
 Are attuned to the complexity of the operating environment and consider the impact of
culture on military operations.
 Take a disciplined approach to meeting organizational and strategic-level leadership
challenges.
 Are critical and creative thinkers who can adapt and thrive in ambiguous and ever-changing
environments?


Are self-aware and motivated to continue learning and improving throughout their careers.
Intermediate Level Education (ILE) Graduates

ILE Common Core prepares field grade officers with a warrior ethos and warfighting focus for
leadership positions in Army, joint, multinational, and interagency organizations executing fullspectrum operations.
They are leaders who—


Are service experts within their current experience?

 Understand warfighting in today‘s environment across the full spectrum of operations,
prepared to assume responsibility across it all.
 Are proficient and confident enough to solve complex problems in all lanes through study,
critical reasoning, and thinking versus templating.
 Are able to balance and synchronize planning and operations for today and for the future
using reach-back systems made available to them.

33

CGSC Circular 350-1
 Have rigorous exercises and assessments to provide them a level of confidence in their
skills, knowledge, and competencies.
ILE Advanced Operations and Warfighting Course (AOWC)
AOWC develops operations career field officers with a warfighting focus for battalion and
brigade command capable of conducting full-spectrum operations in joint, multinational, and
interagency environments, and who have the requisite competencies to serve successfully as
division through Army and joint staff officers.
They are leaders with a warfighting focus who—
 Are well grounded in the theory of war and doctrine as it pertains to fighting within a fullspectrum operation.
 Possess the skills to employ rapidly deployable, responsive, agile, and tailorable, packages
of land force combat power within the Brigade Combat Team (BCT), Units of Excellence, and Units
of Action formations for use by the joint force commander.
 Appreciate culture and cultural influences as they apply to preventive exigencies and military
operations.
 Are confident and aware of how much they know and can do, continuing to reinforce their
values and reasoning through reach-back programs.
 Understand an enemy, both state and non-state, who is comfortable with asymmetry and is
constantly learning and adapting against us.
RESIDENT COURSES
ILE Core Curriculum and AOWC: This 44-week course (1-250-ILE) prepares Army operations
career field (OPCF) officers, and officers from other services and other countries for command and
higher-echelon staff responsibilities. The course consists of the ILE core, Advanced Operations and
Warfighting Course (AOWC) and advanced application program (AAP).
ILE Common Core (Course Location): The ILE Common Core taught at course location sites
(1-250-ILE-CC) is 14.8 weeks (14 weeks, 4 days) or 74 "course days" (admin and academic days).
Army other than operations career field officers (OTO) Special Branch Officers and Reserve
Component officers attend the core course at a course location sites, then attend their functional area
credentialing course.
Preparatory Courses: There are two preparatory courses for students attending ILE Core
curriculum and AOWC. The first is the International Military Student (IMS) Preparatory Course
(IMSPC)-2G-F67. This course is mandatory for all international students. It is a 16-day course
providing international officers survival skills needed to function in ILE at Ft Leavenworth, the local
community and to begin the DOD Field Studies Program educational process. It exposes the IMS to
the small group instruction methodology, which is used in the majority of ILE instruction. The course
consists of discussion of professional and cultural topics, introduction to the use of automated
systems, practical exercises in basic research and writing methods, and other subjects. The second
preparatory course is the Intermediate Level Education (ILE) Preparatory Course, 2G-F68; it consists

34

CGSC Circular 350-1
of 10 days of instruction. The first 8 days are basic fundamentals taught by CTAC, and the final 2
days are logistics operations instructed by DLRO. This course forms the entry-level basis for all
combined arms tactics instruction for the ILE. It explains how the Army as a whole conducts combat
operations on the modern battlefield. The 10 lessons explain the Army‘s doctrine for war, the major
combat and combat support battlefield operating systems (maneuver, fire support, air defense,
intelligence, mobility/survivability, and command and control) that commanders must synchronize to
successfully conduct war, and describe the structure of major Army tactical echelons of command
(corps, divisions, and brigades). The course emphasizes acquiring knowledge of fundamental terms,
concepts, principles, and organizations.
International Military Students attend classes with US officers in ILE and generally receive the
same instruction. IMS also participate in the DOD Field Studies Program. This program is designed
to provide the IMS and their families a "window on America." It is accomplished through visits to
industrial plants, schools, business and civic organizations, governmental institutions, and other
typically American activities. These visits are conducted throughout the school year.
ILE Core Curriculum
ILE Core Purpose Statement: To prepare field grade officers with a warrior ethos and war
fighting focus for leadership positions in Army, joint, multinational, and interagency organizations
executing full spectrum operations.
ILE Core Graduate Competencies: The ILE Core Course graduate will KNOW the following:






















Leadership.
Warfighting within FSO and today‘s operational environment.
A balanced focus on both how to think and what to think.
Complex problem solving across FSO.
A balanced focus on current operations, future operations, and plans functions.
The knowledge to synchronize principles and concepts to attain effects.
Competency-based learning requirements.
Performance-based assessment of training and education.

The core curriculum contains the JPME Phase I learning areas.
Advanced Operations and Warfighting Course (AOWC)
Purpose: To develop operations career field officers with a warfighting focus for battalion and
brigade command capable of conducting full spectrum operations in joint, multinational, and
interagency environments and who have the requisite competencies to serve successfully as
division through echelons-above-corps (EAC) staff officers.
AOWC Graduate Competencies: The AOWC graduate will be proficient in operations,
operational support, and operational sustainment battlefield functional areas (BFAs), will be branch
staff command qualified, and will have a specialty focus. For branch staff command specific,
students will take advanced subjects and additional skill qualifier (ASI) subjects. In the warfighting
component, Army and Warfighting Service students will take unified operations to include regional
studies, history, and component operations. In addition, all students will be able to pursue a
Masters in Military Art and Science (MMAS) and complete a research project.
The AOWC curriculum focuses on the following:






Warfighting
Integrated full spectrum scenario with performance-oriented training and education.
Simulation performance-based execution.
Theory of war and doctrine.
Conduct of war (Army, joint, and multinational).

36

CGSC Circular 350-1
 Command leadership and decision making in battle planning, synchronization, and execution.
 Battlefield functional areas (BFAs) and full spectrum dominance.
 Army forces (ARFOR), Joint Forces Land Component Command (JFLCC) crucible event from
a battalion/brigade perspective.
ADDITIONAL SKILL IDENTIFIER / FOCUS PROGRAMS
Joint Planner--Additional Skill Identifier (ASI) 3H. The ASI 3H, Joint Planner, identifies
positions requiring U.S. Army personnel qualified in the Joint Operation Planning and Execution
System (JOPES). US Army officers can earn the ASI 3H by completing resident CGSOC and the
Joint Planner Program (JPP). The JPP is accomplished by taking three courses (A534, A535, and
A541) or one course (A534) and Joint Advanced Warfighting Studies (JAWS). (The course material
for A535 and A541 is embedded in JAWS instruction during AY 06). Officers from other services
who complete the program will receive memoranda stating that they have achieved Joint Planner
status--a US Army ASI. Traditionally, all officers earning the ASI 3H have that accomplishment
noted on their Academic Evaluation Reports or Service Fitness Reports. The Joint Planner
Program is open to US students who attend resident CGSOC at Fort Leavenworth. A SECRET
clearance is required. The Director of the Joint Planner Program determines enrollment.
Historian--Additional Skill Identifier (ASI) 5X. The Field Historian Program educates officers
for future assignments as unit historians, military history instructors, and Military History
Detachment commanders. This program fosters ―historical mindedness‖: an appreciation of the
importance and continuing relevance of military history. The program is open to all CGSOC
students. Officers must submit an application to the Combat Studies Institute (CSI) stating their
academic and military background. The Director of CSI nominates students to the Chief of Military
History for the awarding of the 5X skill identifier.
upon successful completion of one of the
following paths:
 MMAS—History
 History MA w/ thesis* AND completion of A625 DL (available on-line)
 MA degree in related field w/ thesis*, A625 DL, AND a minimum of 3 AAPs from Department
of Military History**
NOTES:
* Discretion of Director, Combat Studies Institute. Candidates will submit a copy
of their thesis to Combat Studies Institute for review.
**Director of Combat Studies Institute will determine the number of required
AAPs upon review of the student‘s thesis and transcript.
To learn more about the 5X program, go to: http://usacac.army.mil/CAC/csi/MHIST/ASI5X.asp
To complete A625 DL (available on-line), go to:
http://usacac.army.mil/CAC/csi/MHIST/A625Plan1.asp
Strategist--Skill 6Z. The Strategist Program identifies and educates qualified field grade officers
for future assignments dealing with national security and national military strategy issues. This
program develops an understanding of the international environment and the ability to analyze
strategic problems. The program is open to all U.S. officers from all services and International Military
Students. Students must submit an application to the Strategist Program Manager in the Strategy
Division, DJMO, outlining their academic background and experience in strategic areas. The Director,

37

CGSC Circular 350-1
DJMO will nominate to HRC or Sister Service personnel centers strategist students for the awarding
of their service's strategist skill identifier (Skill Identifier 6Z for U.S. Army officers) after they complete
the program. The maximum program capacity is 72 students. Program course requirements are:




A512 National Security Policy Formulation
A514 Current Strategic Concepts
One additional elective from the approved 6Z list or an MMAS in strategy

Space Activities--Skill 3Y. Students selected for this focused program are required to take 72
hours of space-related instruction. Successful completion of this program results in a
recommendation to US Army Space and Missile Defense Command for the award of ASI 3Y
(Space Activities) to Army students. Officers from other services participating in the program
receive letters certifying that they have completed the program and are qualified for the requisite
designator. The designation identifies officers qualified to serve in space-related positions in both
Army and Joint commands. The program is open to US students of all services attending the
regular ILE. Priority of enrollment in this program is given to those students who have been
identified by their service for follow-on assignments in space-related positions. A Top Secret
clearance with sensitive compartmented information (SCI) eligibility is required for enrollment. The
maximum program capacity is 80 students. The required courses are: A537 - Space Orientation (24
hours), and A543 - Space Operations (48 hours).
Air Operations Officer--Skill 5U. This ASI distinguishes officers qualified as air operations
officers. The requirements for this skill are completion of either the Joint Air and Space Command
and Control Course (JAC2C), completion of the Joint Firepower Course (JFC) at Air Ground
Operations School (AGOS) Nellis AFB, or successfully complete ILE and completing the A866, Joint
Firepower control elective. This course is ―instructor permission only‖ due to the limited availability of
qualified instructors as well as to create an optimal mix of certain areas of expertise to enhance
practical exercises and classroom discussion.
NOTE: Students not possessing a master's degree may be interested in participation
in the MMAS Program at CGSC with an area of concentration in any of the above
functional areas or skills.
CLASS COMPOSITION
The class is divided into divisions, sections, and staff groups. The staff group is the basic
configuration for instruction and consists of 16 to 18 students. Staff group membership consists of a
mix of all Army branches (Active and Reserve), other services, and international officers.
The class leadership consists of president, vice president, section leaders (18), and staff group
leaders (64). They are selected based on seniority and desire to serve.
INSTRUCTIONAL PROCESS
ACCOUNTABLE INSTRUCTIONAL SYSTEM (AIS)
The College in accordance with TRADOC Regulation 350-70, designs, analyzes, develops,
implements, and evaluates instructional programs that prepare officers for duty as field grade
commanders and principal staff officers at division and higher echelons.

38

CGSC Circular 350-1
To provide a basis for course development, the College follows an Accountable Instructional
System (AIS). The system starts with the Commandant's and Deputy Commandant's Annual
Planning Guidance. The Planning Guidance results from a review and analysis of inputs from higher
headquarters, requirements from the Commandant and Deputy Commandant, and internal and
external assessments. The Planning Guidance includes a statement of College goals for the
upcoming academic year and provides a basis for the development of course goals by each
academic department. Authors use these course goals for the selection of course tasks.
Tasks in a course are converted into learning objectives, which are statements of what students
do as a result of their learning experience. These objectives state the actions of performance, the
conditions necessary to accomplish the actions, and the standards of acceptable performance.
Lessons are organized to guide students through intermediate levels (application and analysis) to the
complex, advanced levels (synthesis and evaluation).
The evaluation tools used to assess the effectiveness of instruction include historical data,
curriculum designs, end-of-course surveys, classroom observations, interviews, and evaluation of
student performance. Evaluation information is then used to prepare the planning guidance and also
during instructional reviews by the Commandant and Deputy Commandant.
INSTRUCTIONAL METHODS
The College provides the highest quality learning environment, instructional materials, and
educational experiences. A variety of instructional approaches enhance learning. Staff group level
instruction stimulates learning through group processes. Individualized, self-paced instruction allows
for learning facts, techniques, and procedures. Simulation integrates complex analytical, conceptual,
and interactive skills. Academic departments blend these approaches to optimize learning. Staff
group level instructional techniques are used for the vast majority of CGSC instruction.
STAFF GROUP ADVISOR PROGRAM
The Staff Group Advisor (SGA) Program enhances the learning experience by linking students, as
members of a staff group, to a faculty member. The SGA provides positive faculty influence on the
student's academic experience at CGSC.
The SGA is a role model, instructor, and key leader of the staff group. The SGA provides
academic counseling, advice, assistance, and performance evaluation of each student officer. The
SGA also administers the Army Physical Fitness Test (APFT), the Weight Control Program, and
prepares DA Form 1059 (Service School Academic Evaluation Report) for each student in his/her
staff group. The senior ranking SGA in each section serves as the section SGA. Department
directors are the senior SGAs: Div A--CTAC, Div B--DJMO, Div C--DLRO, and Div D--DMH.
To provide effective developmental feedback, the SGA observes the staff group as often as
possible throughout the year. When feasible, the SGA instructs his or her staff group.

39

CGSC Circular 350-1
STUDENT STUDY PROJECT
A unique aspect of the curriculum is the optional Student Study Project (SSP) Program. This
program allows the student the opportunity to concentrate individualized study in areas benefiting the
College. Higher headquarters submits a wide range of meaningful projects in the areas of tactics,
organization, logistics, management, and command. Additionally, students may initiate a project and
investigate unique areas of concern. This latter option is an excellent learning and teaching vehicle
for someone with a particular problem, solution, or expertise.
Projects take 60 to 100 hours of in-depth research. The procedure for doing a project is direct
coordination between the student and the teaching department responsible for the subject area.
Once agreement is reached on the requirements and the expected outcome, the student registers for
the applicable department’s research advanced applications course. Specific details on this program
are in the Advanced Applications Program (AAP) Course Guide.
SPECIAL EDUCATION PROGRAMS
The Military History Research Program promotes research and publication on historical topics
pertinent to the Army‘s doctrinal and educational needs. Students who successfully complete the
program may receive credit for up to two advanced applications courses.
Civilian University Studies are available through the Cooperative Degree Program. Students
must have approval from HRC to participate in a Cooperative Degree Program. A year of residency
at the university is required after completion of the ILE.
STUDENT EVALUATION
ILE instruction seeks to develop officers who can think, analyze, decide, plan, communicate, and
act. Evaluation of the course provides feedback to describe how well students perform these skills.
In the staff group learning environment, evaluation is based on the instructor's experience,
judgment, and knowledge in measuring standards based on learning objectives. Therefore, most
evaluation is subjective. Instructors subjectively evaluate student essays, short papers, oral
presentations, staff group contributions, knowledge of homework assignments, and many other
behavioral manifestations of the learning process. The result is students' grades that reflect overall
academic achievement and the high standards expected of all graduates.
The following grades are used:







Students are expected to achieve or exceed established standards in all academic endeavors.
The expected standard is "B." Students receiving three "C's" or a combination of "C's" and "U‘s" will
be referred to an ILE Academic Board.

40

CGSC Circular 350-1
GRADUATION INFORMATION (ILE)
To graduate from the ILE (1-250-ILE), a student must meet established standards for the
Common Core and the Advanced Operations and Warfighting Course (AOWC), including electives
(AAPs). US Army officers must also pass the APFT and meet the height and weight standards per
AR 600-9. Students in the ILE Core Curriculum (1-250-ILE-CC) have the same requirements less
AOWC. Other service officers must successfully meet the standards for their services.
ACADEMIC EVALUATION REPORTS AND TRANSCRIPTS
ACADEMIC EVALUATION REPORTS. The College Registrar issues an Academic Evaluation
Report (AER) on each student using input provided by the student‘s SGA.
US Army and Civilian Students. The original copy of the DA Form is forwarded to the student‘s
personnel file custodian and a copy is provided to the student.
Sister Service Students. Appropriate evaluation, fitness, or training reports are prepared by the
respective sister service elements, based upon input provided by SGAs and instructions (US Coast
Guard reports are prepared by the US Navy Element).
International Officers. The Chief, IMSD, in coordination with the Registrar issues an academic
report, currently DA Form 2496, International Student Academic Report (ISAR), on each IMS. A copy
of the report is provided to the Security Assistance Officer in-country (including a transcript without
grades listing only courses taken). A copy of the report is also provided to the student. For Italy, a
copy is also provided to the Defense Attaché, Italian Embassy in Washington.
ACADEMIC TRANSCRIPTS. The College Registrar issues an official transcript to all ILE
students, complete with grades. Official transcripts are provided to appropriate service centers for US
MMAS degree recipients only. Copies will be provided to civilian institutions only when requested by
the student. Transcripts will not be released to a third party without student consent.
Resident ILE students and Combined Arms and Services Staff School students contact:
USACGSC
OFFICE OF THE REGISTRAR
1 REYNOLDS AVE
FORT LEAVENWORTH, KS 66027-1352
Non-resident students (M Course (TASS) and S Course (distance education) contact:
USACGSC
DIRECTORATE OF NON-RESIDENT STUDIES
280 GIBBON AVE
FORT LEAVENWORTH, KS 66027-2314
DSN: (312) 585-3341 or Commercial (913) 758-3384
AWARDS
Award winners are publicly recognized and presented with an appropriate award at the graduation
ceremony.
For award winners, the student's AER/academic report is annotated with the
accomplishment. For more detailed information see Bulletin #3 Annex A.

41

CGSC Circular 350-1
GENERAL GEORGE C. MARSHALL AWARD. On 26 September 1960, the Commandant,
CGSC, with Mrs. George C. Marshall's consent, arranged for the establishment of an award in honor
of General Marshall to be presented to the distinguished US graduate in each resident ILE course.
The establishment of this award recognizes scholarship, pays homage to one of America's most
honored Soldiers, and serves as a lasting incentive to the officers privileged to attend the College.
Students are nominated for the award by their SGA. The ILE Graduation Board selects the recipient
based on documented academic achievement and other professional attributes.
GENERAL DWIGHT D. EISENHOWER AWARD. In April 1969, the Henry Leavenworth Chapter
of the Association of the United States Army established "The International Award" to recognize the
distinguished International Military Student graduate of each year's class. On 11 August 1969, the
Commandant of the CGSC, with the consent of Mrs. Dwight D. Eisenhower, arranged for future IMS
awards to be known as the Dwight D. Eisenhower Award and presented in his honor. The award
honors military scholarship and is held in the highest esteem by the winners and the nations they
represent. Students are nominated for the award by their SGA. The ILE Graduation Board selects
the recipient based on documented academic achievement and other professional attributes.
GENERAL JOHN J. PERSHING AWARD. In 1962, the 40th anniversary year of non-resident
instruction at the CGSC, the General John J. Pershing Award was established. This award honors
the outstanding graduate of each class of non-resident students completing their instruction at the
College. In 1971 the distinguished graduate of the first Reserve Component resident class was
added as a recipient. Students are nominated for the award by their SGA. The ILE Graduation Board
selects the recipient based on documented academic achievement and other professional attributes.
MG HANS SCHLUP AWARD FOR EXCELLENCE IN INTERNATIONAL RELATIONS. In 1996,
after his death, MG Hans Schlupâ&#x20AC;&#x2DC;s classmates of Section 4, the IMS of the Class of 1978, and other
CGSC alumni initiated an effort to recognize General Schlupâ&#x20AC;&#x2DC;s contributions to international
understanding and cooperation through an annually sponsored award to a deserving IMS in future
ILE classes. The purpose of this award is to recognize and promote in the IMS community at ILE the
significance and importance of international relations developed through the network of friends and
professional acquaintances made during ILE attendance. Students are nominated by other resident
students, either US or IMS. A special selection board selects the recipient based on documented
overall student performance and extracurricular activities, events, and contributions that support the
award purpose.
GENERAL GEORGE S. PATTON, JR. AWARD. ILE students who are in a combat or combat
support-related OPMS and have a solid overall academic record may be nominated by their SGA or a
CTAC instructor for this award. Qualified nominees undergo rigorous written and simulation-based
examinations or oral examinations by a board of CTAC senior officers. Each year one student is
selected as the Distinguished Master Tactician.
MAJOR GENERAL JAMES M. WRIGHT, MASTER LOGISTICIAN AWARD. ILE students who
are in a CSS-related OPMS branch and have a solid overall academic record may be nominated by
their SGA or a DLRO instructor for this award. Qualified nominees undergo a rigorous written
examination and an oral board administered by a committee of senior DLRO officers. Each year one
student is selected as the MG James M. Wright, Distinguished Master Logistician.
BRIGADIER GENERAL BENJAMIN H. GRIERSON AWARD FOR EXCELLENCE IN
STRATEGIC STUDIES (MASTER STRATEGIST). This award recognizes excellence in strategic
studies by students enrolled in the 6Z Strategist Program. To receive the award, students in the 6Z

42

CGSC Circular 350-1
Strategist Program must compete in a selection process judged by Department of Joint and
Multinational Operations, Strategic Studies Division faculty. The competition consists of two phases.
To enter, 6Z students must complete a specific writing requirement. Students judged by the
faculty as having demonstrated exceptional aptitude in Strategic Studies during the first phase are
designated â&#x20AC;&#x2022;Master Strategistâ&#x20AC;&#x2013; and move to the second phase of the competition where they
participate in a comprehensive oral examination. Each year, based on student performance in both
phases of the competition, the Strategic Studies Division faculty selects one student as the
Distinguished Master Strategist and recipient of the BG Benjamin H. Grierson Award For Excellence
In Strategic Studies. The Buffalo Soldier Educational and Historical Committee awards a plaque at
graduation.
THE EXCELLENCE IN JOINT SERVICE WARFARE AWARD. This award is presented to the
student who contributes most significantly to the study, implementation, and spirit of joint-service
warfare. Additionally, the student must demonstrate proficiency in joint core courses, Joint Advanced
Warfighting Studies (JAWS), Attainment of Additional Skill Identifier(s) (ASI) in joint service warfare,
participation in Joint or Special Operations areas of concentration, joint service warfare, publication
(or submission for publication) of joint service warfare articles and completion of a Master of Military
Art and Science degree with a focus on joint service warfare topic, or a comparable degree from
another institution. This award for military scholarship is open to all members of the ILE class. The
Military Officers Association of America (MOAA) endowed this annual award beginning with academic
year 2003/2004.
THE ARTER-DARBY MILITARY HISTORY WRITING AWARD. This privately endowed annual
award for excellence in professional scholarship is sponsored by the Fort Leavenworth Memorial
Hall Association and is administered for the college by the Department of Military History (DMH).
Established in 1980, the Arter-Darby Military History Writing Award commemorates the
contributions to the nation and the Army of former United States Senator Harry Darby of Kansas
City, Kansas, and the former Deputy Commandant of CGSC, Lieutenant General Robert Arter.
Master of Military Art and Science (MMAS) theses and original thesis-length manuscripts on history
topics completed during the current academic year are eligible for consideration. To be considered,
an MMAS thesis must be recommended by the thesis chairperson and a non-thesis manuscript
must be recommended by the student's SGA. The winner of the Arter-Darby Military History Writing
Award will be recognized at graduation, will be given a cash award, and will have his name
inscribed on a plaque permanently displayed in Bell Hall. The runner-up in the competition will also
receive a cash award.
THE GENERAL WILLIAM E. DEPUY AWARD. In February 1993, the TRADOC Commander
directed that CGSC present an annual award for outstanding original military thought as a memorial to
General William E. DePuy. ILE and SAMS students may compete for the DePuy award by submitting
MMAS theses, written works comparable to a thesis, or nontraditional works such as computer
simulations, which demonstrate significant original thought in the areas of doctrine, training,
organization, materiel, or leadership. CADD administers the competition.
THE DONALD SMYTHE AWARD IN HISTORY. In 1985-86, CGSC was privileged to have the
distinguished scholar, Father Donald Smythe, S.J., serve as the John F. Morrison Professor of
History. His untimely death in 1988 came as a great loss to both the historical profession and the
Army. In 1989, former students and friends of Father Smythe established a memorial award in his
name. The award is presented annually to the outstanding CGSC student in history. Candidates
for the award must be nominated by their primary history instructor, satisfactorily complete two
additional history elective courses, and appear before a board of DMH faculty. The Donald Smythe

43

CGSC Circular 350-1
Award winner will be recognized at graduation and have his/her name inscribed on a plaque
permanently displayed in Bell Hall.
THE DOUGLAS MACARTHUR MILITARY LEADERSHIP WRITING AWARD. The CGSC
established the Douglas MacArthur Military Leadership Writing Award in 1985 to encourage and
recognize scholarship and professional writing on leadership. This award is sponsored by the
Douglas MacArthur Foundation in Norfolk, VA, and is administered by the Center for Army Leadership
(CAL).
JOINT STRATEGIC COMMUNICATION/ INFORMATION OPERATIONS WRITING AWARD is
an annual competition designed to enhance professional scholarship by researching and writing
about strategic and operational level influence activities that impact current operations. The
competition is open to both ILE and SAMS students. Students are invited to write a well-documented
essay of approximately 2,000 words for submission to an editorial board. The Kansas City Chapter of
the Armed Forces Communications Electronics Association will award a plaque for the best essay at
graduation.
COURSE ORGANIZATION
The resident ILE consists of a preparatory program, core curriculum, Advanced Operations and
Warfighting Courses and electives. Each portion of the course is linked to ensure sequential and
progressive learning. The curriculum is organized into three separate areas--Foundation Studies,
Applications Studies, and the Advanced Applications Program. Academic instruction in fundamentals
of warfighting, resource planning and force management, fundamentals of operational warfighting,
and leadership is presented during Term I. Supporting instruction in military theory and history is
provided throughout the academic year.
The core curriculum constitutes the basic academic program undertaken by all students in the
Regular ILE. Foundation Studies are taught during ILE Common Core. Elective courses are taught in
Terms II and III.
COURSE DESIGNATION SYSTEM
The numbering system facilitates management of the curriculum.
Course Numbers:
Resident and Offsite ILE:
The first character identifies the type of course.
P=Preparatory program
C=Core curriculum
W=Advanced Operations and Warfighting Course
S=Special Operations Forces (SOF)
J=Joint Advanced Warfighting Studies (JAWS)
Resident ILE (Fort Leavenworth)
A=Advanced Applications Courses (electives)

44

CGSC Circular 350-1
The second character identifies responsibility for the course.
1=Command and General Staff School
2=Graduate Degree Programs
3=Center for Army Tactics
4=Department of Logistics and Resource Operations
5=Department of Joint and Multinational Operations
6=Combat Studies Institute
7=Leadership Instruction Division
8=Navy, Marine Corps, and Air Force
9=Other
Nonresident
M=The Army School System (TASS) Course
S=Web-based /CD-based
PREPARATORY PROGRAM
The preparatory program provides the common warfighting knowledge needed by a diverse
student body to start the course. The IOPC for International Military Students only; the ILE
Preparatory Course (ILEPC) is for IMS, sister service, and special branch officers; and specialized
instruction occurs during the opening week of the course.
Student Testing. During the registration period, students take a communicative skills diagnostic
test to determine their entry level skills.
IOPC consists of computer training, fundamental studies, introduction to small group instruction,
and Information Program trips and events.
ILEPC. This preparatory course is eight days long. Instruction includes US military terminology,
organization, tactics, logistics, and command and control.
Introductory Week. During this period, students receive orientation, complete branch specific
training, and undergo specialized instruction with their SGAs.
CORE COURSE
The Core Course is designed to establish a common officer culture grounded in leadership,
Army full-spectrum warfighting in joint and multinational contexts, military history and critical
reason/critical thinking. The common core is the foundation for all field-grade officers.
The Core Course begins with the strategic ―stage setter‖ module that visually conveys the
spectrum of threats, challenges, and opportunities that leaders face in the contemporary operating
environment. This is a springboard for discussions that compel students to think broadly about fulldimension operations in order to derive an initial battle focus. The stage setter module has the
effect of unifying the battle focus for all students. Approximately a third of the Core Course‘s is
devoted to practical exercises and an end-of-course exercise. The emphasis on ―application of
knowledge‖ and academic rigor is intended to improve leader development outcomes. The Core
Course end-of-course exercise addresses homeland security, force projection/reception, staging,
onward-movement, and integration (RSOI) and initial military operations other than war (MOOTW)
45

CGSC Circular 350-1
scenarios that set the stage for the AOWC, which then focuses on a deteriorating situation leading
to crisis, contingency operations, and war. See Figure 4.
Figure 4. Core Course
C100
Foundations

C200
Strategic
Studies

C300
Operational
Studies

C400
Tactical
Studies

C999
End of Core
Course
Exercise

Guest Speakers
Parallel Instruction

H100
History

L100
Leadership

F100
Force
Management

Critical reasoning/critical thinking, military history, and leadership classes are integrated into a
curriculum that guides students from strategic to tactical levels from the perspective of the Army as
the land component in a full-spectrum operations scenario.
All students completing the Core Course receive accredited Program for Joint Education (PJE)
Phase I credit. PJE Phase I prepares students for duty with service components of joint commands
and qualifies students for PJE Phase II (Joint Forces Staff College). Phase I provides a foundation in
joint matters and an awareness of the joint environment. Five primary learning areas constitute the
PJE Phase I program:






National military capabilities and command structure
Joint doctrine
Joint and multinational forces at the operational level of war
Joint planning and execution processes
Information operations (IO) and command, control, communications and computers (C4)

C100 - Foundations Block
These modules are designed to make students more aware of the contemporary environment
and of self, to ―set the stage‖ for learning during the rest of the course and beyond. Students
discuss and reflect upon aspects of the contemporary world to decide for themselves what they
know, or don‘t know, about full-spectrum operations and the threats, challenges, and opportunities
of the current international security environment. A foundation is laid for refining the reasoning and
problem-solving skills vital to success in an environment characterized by ambiguity and
consequences. The critical reasoning and creative thinking lessons appear early in the curriculum
to provide the elements and standards of reasoning that students use throughout the academic
year.

46

CGSC Circular 350-1
The Leader Assessment and Development module lays the foundation for students‘ continued
education and development as organizational-level leaders. Included is an introduction to the
concept of competency-based leadership and the field-grade leader competency map. With the aid
of self-assessment instruments and coaching, students become more self-aware and complete an
individual development plan to carry them through the year and possibly through their careers. The
modules and classes are:















C200 - Strategic Studies Block
The Strategic Studies Block introduces students to the joint, multinational and interagency
environment and the doctrinal and theoretical concepts required to perceive, understand and
analyze strategic level military problems and challenges. At the conclusion of the Strategic Studies
Block students have the knowledge and skills required to assist as a staff officer in the development
of a strategic course of action. The modules and classes are:














C300 - Operational Studies Block
The objective of the Operational Studies Block is to prepare officers to participate fully in joint
operational war planning and to challenge officers to think at the operational level. Students will
first examine joint operational doctrine to include operational art and operational design concepts
followed by exposure to and identification of the capabilities available to the joint warfighter.

CGSC Circular 350-1
understand and appreciate their roles and responsibilities as field grade officers during the
planning, preparation, and execution of full spectrum operations. The modules and classes are:


C999 - End of Core Course Exercise (EOCCE)
The EOCCE is an exercise in planning at the JTF level and is comprised of vignettes that focus
on strategic and operational level problems. The design allows students to apply the concepts
they‘ve learned during Core Course instruction. Students serve as part of a Joint Task Force (JTF)
Commander‘s staff, planning and analyzing multi-dimensional and joint operational problems.
Students are motivated to demonstrate critical thinking skills while dealing with the complex issues
facing the JTF staff.
F100 - Force Management Block
Instruction develops officers who are better prepared to lead, effect, implement, articulate, and
manage organizational changes in the Army. Officers are introduced to what force management is
and familiarize themselves with their role in using existing and projected force management
systems to conduct Army transformation. The modules introduce officers to key force management
agencies, products, and concepts used to provide the capability that commanders at all levels need
to perform their missions. The block builds an understanding of the strategic, operational, and
tactical ―people, products, and processes‖ involved in six major areas of organizational
transformation: how requirements are generated; how solutions for these requirements are
generated; how these solutions are prioritized; how equipment solutions are generated; how money
is budgeted for these solutions; and how these changes are implemented in the field and
sustained. The modules are:




H100 - Transformation in the Shadow of Global Conflict Block
These history lessons explore and analyze the ‗why‘ and ‗how‘ of transformation in large military
organizations. Starting with a baseline of the ―state of the military art‖ at the end of World War I,
students investigate how various states developed emerging technologies and the theory that
accompanied their employment in battle. The lessons review development of mechanized warfare,
aircraft carriers, the submarine, amphibious operations, close air support and strategic bombing.

49

CGSC Circular 350-1
The block continues with an investigation of how transformed military organizations using new
technologies and doctrine fared on the battlefields of World War II. The modules are:













H101 - Introduction: How do Militaries Reform
H102 - The Impetus of Stalemate: The Combined Arms Revolution of 1917-18
H103 - Building the Mechanized Beast
H104 - Victory from the Air?
H105 - Battleship vs. Flattop: The Debate Between the Wars
H106 - Dirty Jobs and Doctrinal Development: The USMC Between the Wars
H107 - Blitzkrieg: Return to Decisive Warfare
H108 - Carriers on Two Oceans: Midway and the Battle of the Atlantic
H109 - The Bloody Lessons of Island-Hopping
H110 - The Combined Bomber Offensive: Douhet Put to the Test
H111 - Special Operations in Action: The World War II Experience
H112 - Transformation in the Military: The Past as Prologue

L100 - Lead the Force Block
The L100 block prepares officers to lead at the organizational level by developing organizational
level skills. The lessons focus on leadership doctrine, the Army‘s doctrinal leadership framework,
culture and climate, developing an individual‘s leadership philosophy, ethical decision-making, and
transformational leadership. In addition, the course also examines the skills and actions that make
leaders successful in combat and the psychological and environmental stresses that impact leaders
and Soldiers. The instruction culminates in a requirement that challenges the students to critically
reason their way through the leadership challenges associated with re-establishing a unit after a
traumatic battle. The modules are:










AOWC focuses on educating officers as command-capable brigade and battalion level
commanders with advanced competencies as staff leaders to serve at all levels up to echelonsabove-corps.
The instruction focuses on three integrated leader development areas: a common-to-all
students war fighting curriculum that addresses commandership, leadership, history, full-spectrum
war fighting and staff officer skills; operationally focused studies on functional areas (maneuver and
maneuver sustainment) and on branch and primary staff functions; and specialized studies
(advanced joint operations, special operations, additional skill identifier (ASI) qualifications, master
of military art and science, independent studies and Advanced Application Program). See Figure
5.

50

CGSC Circular 350-1
AOWC culminates with three sequential end-of-term exercises in which students demonstrate
competency at corps, division, and brigade levels. This is done on a competitive basis between
students within the section, which provides the opportunity for students to both study and perform in
the multiple command and staff roles, as well as in threat force roles. The driving theme is ―enabling
and executing division (UEx) and brigade (BCT) fights,‖ given that these are the Army‘s lead
formations.
Conceptually, students are not required to execute combined arms operations at the "run level"
of proficiency until they are prepared as both a generalist and as a branch specialist at division level
operations and warfighting. In order to achieve higher levels of individual proficiency, in preparation
for executing combined arms operations, within the time available in AOWC, selected lessons are
taught to different specialist audiences by specialist instructors. After receiving the doctrinal
instruction required of all officers, individual learning activities in other lessons reflect the unique
requirements and competencies of specialist basic branches. During the combined arms application
exercise, students are expected to contribute their branch-specific skills to the collective application
of division combined arms doctrine.
Figure 5. Advanced Operations and Warfighting Course (AWOC)
Advanced
Application
Program
Electives
Session 1

AOWC I Block - Warfighting at the Operational Level
This Block focuses on echelons above division level, specifically the JFLCC, ASCC, ARFOR and
Corps level. The instruction examines the operations environment, operational logistics and personnel
support, and C/JFLCC operations.
Instruction consists of a series of graded application exercises where students solve a number of
execution related vignettes. Students examine C/JTF key operational functions and joint,

CGSC Circular 350-1
The Brigade Combat Team classes provide tailored instruction and activities designed to
prepare students to effectively perform the roles expected of a field grade commander during the
execution of full spectrum operations. However, because the perspective in brigade operations
focuses on command competencies rather than staff officer competencies, the percentage of time
spent solving tactical problems within the context of student branch specialty is greater than in
previous blocks. The CSS officers in the class culminate AOWC with a Logistics Exercise using
JDLM. The modules and classes are:










H200 - Military Revolutions
These history lessons analyze the five major military revolutions of modern times through an
investigation of social, political and technological change, as well as an examination of selected
campaigns and battles. Starting with the emergence of the nation state in the Thirty Years War, the
instruction continues through the major revolution associated with of Napoleonic warfare, the
industrial/managerial revolution of the nineteenth century, the combined arms revolution
demonstrated in the World Wars, and finally warfare in the age of the nuclear revolution. These
modules focus on theory, doctrinal development, and how the various components of warfare
played out in exemplary battles and campaigns. The modules and classes are:













The Concept Of Revolutionary Change
o H201 - The Structure of Military Revolutions
The Early Modern Military Revolution
o H202 - The Dawn of Modern Warfare, The Rise of the State
o H203 - Frederick and the Paradigm Army
The French/Napoleonic Revolution
o H204 - Armies of the People
o H205 - Backlash to Revolution: The Decline of Napoleon
o H206 - Explaining the Revolution: Clausewitz
o H207 - Explaining the Revolution: Jomini
The Industrial/ Managerial Revolution
o H208 - Ironclads, Rifles, and Railroads: The American Civil War
o H209 - The Brain of a Modern Army: The German General Staff
The Combined Arms Revolution-WWII
o H210 - Blitzkrieg Revisited: The Russian Front, 1941-1945
o H211 - 1914: Global Coalition Warfare
The Nuclear Revolution/Revolutionary Warfare
o H212 - Conflict Termination and the Bomb (From Hiroshima to Korea)
o H213 - Mao, China, and Revolutionary Warfare
o H214 - Vietnam (and Iraq)
Anticipating the Next Revolution
o H215 - Beating the Invincible Enemy: ‘73 War

53

CGSC Circular 350-1
o

H216 - Past as Prologue (Course Review)

L200 – Leadership
This course provides an organizational-level leader‘s perspective, focusing on key areas of
responsibility facing field grade officers today. The course builds on the skills learned in the L100,
Leadership module and develops new ones by introducing challenging case studies for students to
discuss. It also enhances and complements the basic learning activities in the three blocks of
AOWC.


The Advanced Application Program (AAP) provides students the opportunity to enhance personal
and professional growth. The program supports long-term professional development and is not
merely focused on immediate follow-on duty requirements. The program is also designed to broaden
the student's professional needs and not designed to be remedial in nature.
Each student is required to complete a minimum of eight elective courses (192 hours) to satisfy
graduation requirements. The AAP consists of several components, including specialized tracks,
focused programs, and electives.
A detailed MOI is published during the Core Course outlining AAP requirements and
administrative procedures.
Specialized Tracks
During in-processing each student is assigned a track. Tracks are designed to broaden an
officer's knowledge and provide an opportunity to study subjects related to their career fields in
greater depth. US Army officers' tracks parallel their basic branch or functional area, except for
Acquisition Corps (AC) officers. The respective sister service component directors assign their officers
their tracks. The Chief, IMS Student Division, and Director, CGSS, assign tracks to international
officers.

54

CGSC Circular 350-1
Officers are allowed to request a change of track if it can be justified based on professional need.
Changes require the approval of the SGA, the gaining and losing track proponent, and the
concurrence of the Director, CGSS.
Sister service students must obtain approval of the director of their service element. IMSs must
also obtain approval of the Chief, IMS Student Division.
OTHER PROGRAMS
Student Study Project (SSP)
A unique aspect of the curriculum is the optional Student Study Project (SSP) Program. This
program allows the student the opportunity to concentrate individualized study in areas benefiting the
College. Department of the Army (DA) and the Combined Arms Center (CAC) submit a wide range of
meaningful projects in the areas of tactics, organization, logistics, management, and command.
Additionally, students may initiate a project and investigate unique areas of concern. This latter option
is an excellent learning and teaching vehicle for someone with a particular problem, solution, or
expertise.
Projects are expected to take 60 to 100 hours of in-depth research. The procedure for doing a
project is direct coordination between the student and the teaching department responsible for the
subject area. Once agreement is reached on the requirements and the expected outcome, the
student registers for the applicable departmentâ&#x20AC;&#x2DC;s research AAP course. Specific details are provided
in the Advanced Application Program (AAP) Course Guide.
Operational Leadership Experiences Project
The purpose of the Operational Leadership Experiences Project is to create an unclassified,
web-accessible data base of written, audio and selected video interviews of CGSC students and
selected others with recent operational experience in OIF/OEF. The project is managed by the
Combat Studies Institute with assistance from the Department of Military History. Interviews are
conducted by CGSC students in the 5X Military Historian Additional Skill Identifier program. For
more information, see Dr. Richard Barbuto, Deputy Director, Department of Military History.
Military History Research Program
The Military History Research Program promotes research and publication on historical topics
pertinent to the Armyâ&#x20AC;&#x2DC;s doctrinal and educational needs. Students who successfully complete the
program may receive credit for up to two AAP courses.
GRADUATE DEGREE PROGRAMS
Two options are available for students to pursue a master's degree while attending the ILE:
Master of Military Art and Science (MMAS). This program requires the student to take 96 hours
of research advanced applications credits, maintain a "B" in core curriculum and advanced
applications requirements, submit and orally defend an acceptable thesis, and satisfactorily complete
an oral comprehensive examination based on ILE curriculum.
Cooperative Degree Program. This program requires the student to take several university
courses during the university spring semester.

55

CGSC Circular 350-1
Master of Military Art And Science Degree Program
In 1974, the 93d Congress enacted legislation that authorized the CGSC to award the Master of
Military Art and Science (MMAS) degree. Since 1976, the College has been accredited as a master's
degree-granting institution by the North Central Association of Colleges and Schools, the regional
accreditation agency for the Midwest United States.
Military Art and Science Defined
Military Art and Science is the study of the development, operation, and support of military forces
in peace and war and of their interrelationships with economic, geographic, political, and psychosocial
power to achieve national objectives.
Admission
Admission to the MMAS Degree Program is limited to US and international students of the ILE
with baccalaureate degrees from accredited institutions and to students in the AMSP (see chap 4).
International students not having English as their first language are required to demonstrate English
proficiency on a language test administered by the CGSC.
Application is submitted on CGSC Form 76 (Master of Military Art and Science Program
Application), which may be obtained from the office of the DGDP or the DGDP home page.
Application must be supported by an official transcript (bearing the institution's raised seal) of previous
college work. Photocopied reproductions of transcripts are not acceptable. Other evidence of
aptitude for graduate study may be required on a case-by-case basis to support the application.
An applicant for the MMAS Degree Program should request the pertinent institution to forward
transcripts and other materials as appropriate to the DGDP before reporting for the ILE or immediately
after arrival.
Program Requirements
To complete the MMAS Degree Program, a candidate must—


Apply for admission and be selected as a candidate.



Complete courses A211 and A221 (MMAS Research Methods I, II).

 Make at least a "B" in all courses. A review of performance is conducted at the end of each
term.


Submit and orally defend an acceptable thesis.



Satisfactorily complete a comprehensive oral examination based on the ILE curriculum.

56

CGSC Circular 350-1
MMAS Focused Programs
Through the MMAS Degree Program, an ILE student may earn a professional graduate degree
that satisfies the graduate educational requirement for selected military specialties. Three of the
focused programs are tailored to specific career development programs. Career programs supported
are Skill Identifier 3Y, Space Applications; Skill Identifier 5X, Military History; and Skill Identifier 6Z,
Strategist. A fourth non-specified option, General Military Studies, is available to support other career
development needs not covered by the first three options.
Thesis Requirement
An acceptable thesis is the central requirement of the MMAS Degree Program. The thesis will
evidence independent thinking, original investigation, mastery of subject matter, the ability to conduct
research, and the ability to write well. Approved theses are reproduced and distributed in accordance
with the recommendation of the thesis committee. In addition, each thesis is sent to DTIC, CARL,
and other recipients.
Interested students should consult Student Text 20-10, Master of Military Art and Science
(MMAS): Research and Thesis, for further details. (See DGDP home page.)
Cooperative Degree Programs
Cooperative Degree Programs are designed for students who do not have a professionally related
advanced civilian degree and who wish to gain one in conjunction with their ILE studies. The degree
is completed within 1 year of full-time attendance at the cooperating civilian institution immediately
following graduation from the ILE. Programs are established with three institutions: University of
Missouri--Kansas City (UMKC), Florida Institute of Technology (FIT), and University of South Carolina
(USC).
Participation in a Cooperative Degree Program requires HRC approval. Normally, the degree
pursued must satisfy graduate educational requirements of one of the officer's specialties as well as
current Army Educational Requirements System (AERS) criteria.
Officers admitted to the
Cooperative Degree Program are sometimes assigned to utilization tours on program completion.
Officers wishing to apply must complete the Cooperative Degree Program Application Form and
return it to the DGDP as soon as possible. The DGDP will sign and forward the forms to HRC for
approval. When approved by HRC, the application is returned to CGSC. Cooperative degree
students must earn at least a "B" in all ILE subjects. A review of all participants' performance is
conducted after each term. Students who do not meet these requirements normally are eliminated
from the program.
Administrative Requirements for Admission to the Cooperative Degree Program
The career field phase of ILE for the OPCF is a seven-month AOWC at Ft Leavenworth.
1. AOWC is focused on educating officers as command-capable brigade and battalion level
commanders with advanced competencies as staff leaders to serve at all levels up to echelonsabove-corps.
2. This focuses the 480 contact hours and 19 days of simulation-driven exercises on three
integrated leader development areas: 1) a common-to-all students war fighting curriculum that

57

CGSC Circular 350-1
addresses commandership, leadership, history, full-spectrum war fighting and staffsmanship, 2)
operationally-focused studies on functional areas (Operations, Operational Support, Operational
Sustainment) and on branch and primary staff functions, and 3) specialized studies (Advanced Joint
Operations, Special Operations, Additional Skill Identifier (ASI) Qualifications, Masters of Military Art
and Science, Independent Studies and electives). All students are required to take one regional
study elective to ensure competencies in these areas. Refer to TAB B for the AOWC course design
diagram.
3. AOWC studies, divided into four terms, culminate with four sequential end-of-term exercises
in which students demonstrate mastery at land component level, division level, brigade level, and
conflict termination at various levels. This is done on a competitive basis between student groups,
which provides the opportunity for students to both study and perform in the multiple command and
staff roles, as well as in threat force roles. The driving theme behind all the above is ―enabling and
executing division and brigade fights,‖ given that these are the Army‘s lead formations.
4. Fifty-five (55) percent of AOWC is focused on common-to-all studies and focused fields of
study, while the remaining 45 percent is devoted to specialized, advanced, and elective studies.
The allocation of 45 percent is significant in that it equates to three months, which is the time
required under law for JPME II qualification at Joint Forces Staff College. AOWC will be designed
with the intent to embed JPME II education regardless of whether or not JPME II certification is
formally granted. The ultimate aim is to gain this certification for approximately 150 students
annually based on balanced Air-Land-Sea service mixes in each seminar.
For detailed information, contact the DGDP office. Preliminary questions may be addressed by
mail, by calling DSN 552-2741/3196 or commercial (913) 684-2741/3196, or by e-mail to
baumannr@leavenworth.army.mil.

DESCRIPTION OF GRADUATES
Advanced Military Studies Program (AMSP)
The graduate of the AMSP possesses an extensive tactical and operational focus that
enables him or her to serve as a general staff officer and competently and confidently lead staff
groups in presenting solutions for the complex problems of war in the 21st Century.
AMSP graduates will—
 Be commanders and general staff officers with the abilities to solve complex military
problems in peace and war and remain students of the military profession for the rest of their
lives.


Possess an in-depth knowledge of the history, theory, and doctrine of conflict.



Understand the application of joint doctrine.



Understand the integration of service, joint, interagency, and multinational forces.



Understand the nature of command and the joint operational environment (JOE).

 Understand the domains of battle and how they interact to condition the conduct of fullspectrum operations.


Examine the elements of Army planning and doctrine at the corps and division levels.



Gain an understanding of operational design/facets of operational art.



Understand the elements of the threat environment.



Understand operational design.



Understand the strategic setting.

 Think critically, plan, analyze, decide, and communicate and lead a team in thinking all
the way through a problem.
Advanced Operational Art Studies Fellowship (AOASF)
The graduate of AOASF possesses an operational and strategic focus that enables him or
her to command or serve as a general staff officer in the planning, preparation, execution, and
conclusion of war in the 21st Century.

59

CGSC Circular 350-1
AOASF graduates are—


Competent Theater-Strategic planners:

--Are confident in their ability to plan large formation operations across the spectrum of
conflict.
--Know joint and service doctrine for theater-strategic and joint tactical force planning.
--Know and apply military theory and doctrine for land, sea, air, space, special, and
information operations.
--Do—Think critically while leading theater-strategic planning teams.


Competent Seminar Leaders for AMSP:
--Be the inspiration for professional confidence in future corps and division planners.
--Know how to impart knowledge of US Army tactical and joint operational doctrine.

--Know how to teach for understanding joint and army doctrine, theory, history, and the
practice of military decision-making.
--Do—Empower the AMSP graduates to be masters of the art of operations.
GOALS
The goals of the AMSP are to:
 Provide the Army and the other services with specially educated officers for command and
general staff positions at the division, corps, and when appropriate higher levels of command.
 Develop in students an advanced understanding of military operations at the tactical and
operational levels.
 Develop the practical skills required to apply that understanding to the solutions of the
current and future Army challenges in peace and war.


Introduce the students to the strategic level of war.

The goals of the AOASF Program are to:
 Develop commanders with insight into the linkage of strategic-operational-and tactical
levels of war.
 Produce Senior Service College officers educated at the graduate level capable of
planning and executing theater level campaigns in war and peace.


Develop an advanced understanding of the war at the operational and strategic levels.

60

CGSC Circular 350-1
 Develop an understanding of the translation of national political goals into military
operational objectives in peace, conflict, and war.
 Refine the practical skills required to apply that understanding to the solution of current
and future challenges in peace, conflict, and war.
INTRODUCTION
The School of Advanced Military Studies was formally established in October 1984. The
School conducts two interrelated programs:
 The AMSP provides roughly 64 Army, 11-12 sister service, 6 International Military
Students, and a limited number of ARNG and USAR CGSOC, ILE, or equivalent graduates the
opportunity to spend an additional year of concentrated study in the conduct of war at the tactical
and operational levels. This study will lead to the awarding of the MMAS degree. Upon
graduation from the program, US Army officers are assigned to serve on a division or corps
general staff, or other assignments appropriate to their career field.
 The AOASF Program is a two year long senior service college level program. The
program affords the opportunity to conduct a year or more of intense directed study of the
operational and strategic levels of war to eleven SSC-selected officers annually. In the second
year of the Fellowship six to seven Army officers and, in alternating years, one USMC officer
serve as small group seminar leaders in the AMSP.
ADVANCED MILITARY STUDIES PROGRAM
Selection for the AMSP is conducted during the fall of each year. Officers either currently
enrolled in the ILE or an equivalent course or who have graduated from CGSC through the
nonresident program are eligible to apply. The following traits and qualities are the criteria on
which acceptance is based:
 The capability to meet the demands of a rigorous graduate education.
 The professional background that would lead logically to assignment as a principal
division or corps staff officer.
 The motivation to study the profession of arms in depth.
Methodology and Composition: The Advanced Military Studies Program (AMSP) is taught
primarily in small groups of 11 to 13 students led by a second year SAMS fellow and a SAMS
civilian faculty member (PhD) with student-centered learning being the operative technique. In
addition to seminar classes and a rigorous military exercise program, the course also includes
opportunities to augment BCTP staff on divisional and corps exercises, work as ―reach ― planning
staff for units engaged in ongoing combat operations, and work on directed projects in support of
the Army and Joint Staff.
In order to support the above methodology and to provide an appropriate mix of general staff
officers to the Army in the field, each seminar will have a representative sample of combat,
combat support, and combat service support officers.

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CGSC Circular 350-1
Program Phases: The AMSP consists of three phases:
 Phase I: Preparation during ILE to include mandatory enrollment in A699, The Evolution
of Military Thought, with further directed study in DLDC for digital courses on MCS and CAPES, a
DLRO course on advanced logistics and a CTAC course on advanced tactics.


Phase II: Advanced Military Studies Course (AMSC) (1-250-C11):

--Forty-Nine-week resident course.
--Focus on preparation for and conduct of battles, operations, and campaigns.
--Master of Military Art and Science (MMAS) Degree Program participation.


Curriculum: The AMSP begins approximately two - three weeks after ILE graduation. The
curriculum includes instruction on military problem solving, classical and contemporary military
theory and history, Army and joint doctrine and the fundamentals of planning, battle
dynamics, division/corps/JTF operations, operational art theory and practice, air, sea SOF
operations, contemporary military operations, national security strategy, BCTP exercise, and a
focused studies seminar on one particular subject that will be studied in depth. At the conclusion
of the program, each student will complete an oral comprehensive examination.
Writing Requirement: Each student is required to produce an original monograph focusing
on a tactical, operational, or strategic subject. These documents will be prepared under the
supervision of a member of the SAMS faculty.
ADVANCED OPERATIONAL ART STUDIES FELLOWSHIP PROGRAM
Scope: The AOASF is a SSC program for eight to 11 officers (lieutenant colonels and
colonels or equivalent) which awards military education level (MEL) 1 completion after one year.
The program is two-years in length for US Army officers who serve as AMSP seminar leaders or
in other positions at SAMS during the second year.
Curriculum:
AOASF provides a comprehensive academic program focused at the
operational and strategic levels of war. Officers selected to the AOASF program report to SAMS
in early July. During the first academic year, students participate in a rigorous program that
includes an evaluated, comprehensive, and multifaceted curriculum focused at the operational
and strategic levels of war. Course studies include military theory, military history, strategic
studies, regional studies, applied strategy, campaign planning, and practical work in joint planning.
Extensive travel to US and allied commands worldwide is an integral part of the program. In the
course of the second year of study the Fellows will lead a seminar of majors in AMSP. They will
also direct monographs and other studies as directed. These studies range from staff studies in
support of the Army & Joint Staff to reach planning missions for forward deployed headquarters.
Writing Requirement: AOASF students will either complete an MMAS with the required 40page research monograph on an operational or strategic subject or if the student already has an
advanced degree(s) he/she may elect to write and publish an essay for a professional journal.
These documents will be prepared under the supervision of a member of the SAMS faculty.

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CGSC Circular 350-1
CHAPTER 7
SCHOOL FOR COMMAND PREPARATION (SCP)

DESCRIPTION OF GRADUATES
The graduates of the Pre-Command Course (PCC), Command Team Seminar (CTS),
Command Sergeants Major Course (CSMC) and Command Sergeants Major Spouse Seminar
(CSMSS) are integrated stakeholders in the Army‘s future, understanding and supporting our
leaders‘ vision of the warrior ethos, transformation, and leadership.
PCC, CTS, CSMC and CSMSS graduates—


Know how to apply and assess the systems serving their Soldiers and Soldiers' families.
Tactical Commander’s Development Program (TCDP) Graduates

The graduates of TCDP are critical and creative thinkers in the most dynamic environments;
confident, self-aware, continually learning and adapting leaders.
TCDP graduates—


Understand critical distinctions between staff and command systems and tasks.

 Can quickly and correctly analyze systems and situations through the range of complex
operating environments and cultures.


Understand what they need to have, do, and be to make good decisions.

 Have confidence, developed through intelligent and iterative practice in dynamic
systems, in their decision-making abilities.
GOALS
The goals of the SCP are to:


Provide a state of the art learning experience to students.

 Enhance the quality of tactical instruction to brigade and battalion command designees,
selected staff officers, and selected CGSC students through the use of small group instruction
supported by simulation.

Expand the use of simulations in support of instruction throughout the College.

 Systematically improve curriculum, incorporating lessons learned from army operations
and the Combat Training Centers (CTC).
 Explore and implement ways to expose command designees to information age
technology. Enhance efficiency and effectiveness through expanded use of automation.
 Coordinate with external agencies as required to enhance the synchronization and
efficiency of pre-command training throughout the army.
ORGANIZATION
The SCP is organized with an Office of the Director, a Dean of Instruction, a Dean of
Administration, a Command Section, and a Tactical Commanders Development Program (TCDP)
Division.
COURSES
Pre-Command Course (PCC) (2G-F22). The PCC is the Chief of Staff of the Army's
program to assist command selectees in their preparation for command by ensuring a common
understanding of current doctrine and by providing both new and refresher training in selected
functions and duties. The Leavenworth phase is broad based covering an Army wide level of
policy and programs, emphasizing leader development, training, caring, doctrine, and force
integration. The Command Sergeants Major Course (CSMC), [School Code 400, Course
Number 521-F1] offers education on Boards, Noncommissioned Officer Development,
Sponsorship Programs, Soldier Assignment, and Soldier Utilization in addition to large shared
blocks of instruction with PCC.
Command Team Seminar (CTS) (2G-F56). The CTS is a five-day seminar designed for the
spouses of brigade and battalion command selectees and selected command sergeants major.
The seminar is held in conjunction with the PCC, and many presentations are joint sessions with
the PCC students. Joint training for the command team develops communication and cooperation
as a team to resolve typical problems faced by Soldiers and their families. The CTS is similar to
other leadership development courses in that it provides for personal growth, but it also has a
military community orientation. Specific seminar objectives are to enhance communications,
problem solving, and group leadership skills; to increase understanding of the development and
characteristics of small groups; to familiarize participants with various Army systems that support
family members; to improve the participants‘ management of volunteer personnel; and to enhance
the concept of the command team. The Command Sergeants Major Spouse Seminar
(CSMSS), [School Code 400, Course Number 521-F1 (Spouse)] shares most blocks of
instruction with CTS, and offers, in addition, specific instruction on Communications and Oral
Presentations.
Personal Awareness and Leadership Seminar (PALS). This three-day seminar is
designed for the spouses of ILE students. Exposure to state-of-the-art diagnostic instruments
helps participants develop their own personal awareness and identify a personal leadership style.

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CGSC Circular 350-1
Specific seminar objectives are for participants to learn their personality type (Myers-Briggs Type
Indicator); to learn about different leadership styles and become aware of their preferred style; to
enhance their communications and problem solving skills; to increase their understanding of the
development and dynamics of small groups; and to understand the concept and operation of
family support groups in the US Army.
Tactical Commander's Development Course (TCDC-- Brigade and Battalion) (2G-F84).
A five-day course for commanders that will likely operate as members of a Brigade Combat
Team (maneuver Brigade Commanders and their traditional Battalion Commanders to include
DS FA, DS EN, FSB, and combat aviation battalion commanders). The course focuses on the
commander's role in visualizing, describing, and directing the actions of their unit during combat
operations with primary emphasis on decision-making.
Tactical Commander's Development Course (TCDC-- Division and Corps Separates)
(2G-F80). A five-day course for commanders of divisional and corps separate TO&E units (O5
and O6 level). The course focuses on the commander's role in visualizing, describing, and
directing the actions of their unit in support of combat operations with primary emphasis on the
division and corps rear areas.
Battle Commander's Development Course (BCDC) (2G-F89). A five-day course that
follows the TCDC. It is designed for brigade combat team maneuver unit commanders. The
course focuses on the aspects of battle command and developing a commanderâ&#x20AC;&#x2DC;s intuitive
sense in visualizing, describing, and directing the actions of their unit during combat operations.

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CGSC Circular 350-1
CHAPTER 8
NON-RESIDENT STUDIES

MISSION
The mission of the Directorate of Non-Resident Studies (DNRS) is to develop leaders
prepared to execute full-spectrum joint, interagency, and multi-national operations through nontraditional means. NRS develops, distributes, and administers the Command and General Staff
College‘s distance learning programs (the Total Army School System – TASS – ―M‖ Course and
the web-based ―S‖ course) to Active and Reserve Component officers from all services and
allied nations.
The ILE nonresident program is offered through attendance at Total Army School System
(TASS) Battalion conducted sites or as web-based curriculum. TASS Battalions cover
approximately 200 extension campuses worldwide. These CGSC affiliated campuses require
more than 400 instructors and 150 support personnel who are assigned to various training
battalions/PDE brigades. The web-based option is available effective 01 OCT 05 and allows
students to work at their own pace, transferring between modalities at phase breaks if required.
The program is supported by an additional staff of 125 adjunct faculty members for a total of
almost 700 faculty members within the non-resident educational framework.
The Non-resident course parallels the core curriculum of the regular ILE course‘s terminal
learning objectives (TLO) and enabling learning objectives (ELO).
COURSE STRUCTURE
The nonresident course is designed for the student to complete in not more than 18 months
for the web-based and CD-based course and 13 months for the TASS ILE course. If a student
has not completed the course in the prescribed time limit, he/she is disenrolled. The course is
presented in two options:
 The web/CD-based (S) option is organized into three sequential phases. Each phase
consists of a number of courses. Each course is a self-contained block of instruction containing
learning objectives.
 The TASS classes are presented by Reserve Component instructors in six TASS regions
and three multi-functional brigades throughout the United States and Germany, Hawaii, Korea,
and Puerto Rico. This option is organized into three sequential phases with courses equivalent
to those in the resident course. Each subcourse contains one or more objective examinations
and/or subjective requirements.
Both the TASS ILE and web-based/CD-based options are phase-sequential courses. All
requirements in a phase must be completed prior to starting the next phase.
ELIGIBILITY CRITERIA
 Officer Personnel Management Directorate (OPMD) Active Component (AC) officers (Year
Group 79 and above):

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CGSC Circular 350-1
--Must be Officer Advanced Course (OAC) complete.
--Must be a major or captain promotable.
NOTE: Includes officers in Army Medical Department (AMEDD) series 67.


OPMD RC officers (includes officers in AMEDD series 67).
--Must be OAC complete.
--Must be SPC complete.
--Must be a major or captain promotable.



Special branch AC and RC officers (AMEDD, JAG, and Chaplains):
--Must be OAC complete.
--Do not have to be SPC complete, but highly recommended.
--Must be a major or captain promotable.



All officers must meet the height and weight standards in accordance with AR 600-9.

If an officer has already completed a version of the ILE, he/she is not eligible for reenrollment
in another ILE correspondence version.
ACADEMIC STANDARDS
The passing score for all requirements is 70 percent. If a student fails the same requirement
four times, or one requirement twice and then any subsequent requirement twice, the student will
be permanently disenrolled as an academic failure.
STUDENT AND STAFF ASSISTANCE
Non-resident administrative information is provided to students by academic counselors from
the Directorate of Non-Resident Studies. Students desiring information about their academic
status, receipt or non-receipt of instructional material, additional instructional material required,
etc., may either call or write for answers. All inquiries must include the student's name, rank,
social security number, and current mailing address. Students should give the mail at least 30
days before calling NRS.
Written inquiries should be mailed to:

Make telephone inquiries to NRS during the hours of 0700-1600 (Central Standard Time).
During duty hours individual students should contact the counselor who manages the letter
corresponding to the beginning letter of their last name. Instructors should contact their battalion
Title XI officer prior to contacting their counselor who is responsible for their regional battalion.
Keep your questions and comments brief as other callers are behind you. Whenever possible,
wait a reasonable amount of time to give the mail system a chance to work before calling NRS.

Voice Mail. NRS has more telephone numbers than personnel to answer the phones.
Therefore, voice mail is the only recourse. Callers will receive a return call if they speak distinctly
and provide the following information: name, SSN, telephone numbers (Overseas callers need to
provide their commercial number, including country code), and reason for call. Counselors are
not available at their private residence telephones to receive queries concerning CGSC's
nonresident programs and individual student's academic records.
E-mail: NRS counselors may also be contacted by electronic mail. Names of counselors and
E-mail addresses are located on the CGSC/NRS home page
https://cgsc2.leavenworth.army.mil/nrs
Enter your respective counselor's user name followed by the NRS address. When writing, identify
yourself with name and SSN.

In 1985, the Chief of Staff of the Army approved the establishment of a learning institution to
educate and prepare Army civilian and military leaders in sustaining base leadership and
management operations. The Army discovered that civilians in or entering into leadership
positions were ill prepared for the challenges they faced, while their military counterparts
received leadership training in military staff and senior service colleges. The Army also realized
that it needed a comprehensive program to educate military and civilian leaders in Army-specific
subjects geared to the sustaining base. These factors led to the creation of the Army
Management Staff College and the Sustaining Base Leadership and Management program.
We opened our doors at the Maritime Institute of Technology and Graduate Studies in
Linthicum, Maryland, in 1987. Our first SBLM program had 42 civilian and eight military
students representing 17 commands, 19 civilian career fields, and eight military career fields.
As enrollment grew to 100 students per SBLM class, we moved to the Radisson Mark Plaza
Hotel in Alexandria, Virginia.
Our reputation as a key source for professional growth and knowledge grew rapidly, and the
SBLM class size expanded to 200 students. We moved to Fort Belvoir‘s Humphreys Hall as our
permanent home in 1993, and once again expanded. Adjacent facilities - Thayer Hall and
Knadle Hall - soon joined our campus to provide our students‘ library and lodging needs.
In 1994, the Assistant Chief of Staff for Installation Management, at the direction of the Vice
Chief of Staff of the Army, asked us to prepare garrison and area support group commanders to

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CGSC Circular 350-1
effectively lead and manage diverse garrison functions, organizations, and operations to
accomplish the total installation mission. In response, we then developed the Garrison
Precommand Course. We next developed the General Officer Installation Command Course,
which prepares installation commanders to effectively lead and manage diverse and interlinked
multiples of existing and emerging sustaining base programs and policies. Garrison Sergeants
Major soon discovered the value of a course dedicated to their roles and linked to the garrison
command team concept. In 1997, we piloted the Garrison Command Sergeants Major Course,
which was institutionalized in 1999.
The Personnel Management for Executives program, previously offered in Kansas City, was
relocated to the National Capital Region in 2004. As part of the Army‘s civilian leadership
training common core, the Personnel Management for Executives (PME) programs play an
important role in leadership development. The length of PME's tenure, almost 50 years, is a
testament to the value it provides to senior Army and civilian leadership.
As part of the Civilian Education System initiative, AMSC recently moved under the control
of CGSC.
OUR MISSION
 To educate and prepare Army civilian and military leaders to assume leadership and
management responsibilities throughout the sustaining base


To provide consulting services and conduct research in support of the sustaining base
OUR VISION



The college of choice for the sustaining base
OUR VALUES

 Learning: We believe in the inherent potential of all people to learn, grow and contribute.
We actively support professional and personal growth through life-long learning.
 Caring: We foster an environment that promotes understanding, encourages mutual trust
and respect, and appreciates individual differences.
 Innovation: We constantly seek improvements that add value. We recognize that good
ideas come from every member of the organization, and we nurture an environment in which
those ideas can easily surface and be acted upon.


Excellence: We continually seek to raise the bar on professionalism and quality.

 Team Work: We are committed to creating an environment of trust, commitment,
integrity, honesty, and mutual respect where all people can work together toward a common
goal.


Communication: We encourage open and honest communication.

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CGSC Circular 350-1
 Accountability: We demonstrate good stewardship in support of and consistent with the
Army‘s requirements.
OUR GOALS
 Provide the highest quality education and serve as the primary resource for the
sustaining base


Recruit, develop, and retain the best-qualified faculty and staff



Leverage resources to enhance organizational processes and outcomes



Deliver responsive and relevant programs



Create and maintain a world-class learning environment
AMSC PROGRAMS

Sustaining Base Leadership and Management
Our fast-paced, challenging Sustaining Base Leadership and Management (SBLM)
programs provide graduate-level professional development across functional areas for leaders
and managers at all levels of the Army‘s sustaining base.
Our graduates say that SBLM is a life-changing experience. Statistics show that after
attending our programs, graduates promote faster, enjoy job mobility, and assume greater
leadership roles. As a student, you build worldwide networks with other students that last
throughout your career and often your lifetime. After completing our resident, non-resident, or
metro program, you will become an SBLM ambassador by mentoring your peers and
subordinates and by sending your best and brightest employees to the program.
All SBLM programs are based on three competency areas – leadership, communication,
decision-making and analysis – and three content competencies – Army cultural literacy,
environment, and readiness systems, which are integrated throughout the curriculum. Seven
learning areas are also interwoven throughout the curriculum to build a total picture of how
leaders impact every aspect of Army operations. Periodically, specific requirements change to
complement continuous improvements in our program, but the intent is the same – to provide
you the greatest learning experience of your career.
SBLM Resident Program
The SBLM resident program employs a variety of educational techniques like senior Army
guest speakers, seminar discussions, research projects, practical exercises, case studies, field
trips, lectures, and student leadership opportunities. Through written and oral evaluations, you
will practice leadership roles and demonstrate your knowledge of the mission, roles, functions,
and organization of the Army. You will learn to see the big picture – the relationships among
Army resources (money, people, things, places) and the larger economic, social, and political
environments within which Army leaders must manage and make decisions. Most importantly,
you will see how you contribute to the Army mission.

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CGSC Circular 350-1
The program focuses on enduring principles and concepts rather than transient or
procedural activities. The curriculum stresses critical thinking, participation, and real-world case
studies among students and faculty-student teams.
The program has a pass/fail measurement for performance. To graduate, you must pass all
evaluations. You will also undergo a battery of diagnostic instruments to help you understand
how your unique characteristics affect your role as a leader and manager. Typical areas
assessed include writing skills, management, leadership qualities, individual personality types
and learning styles. Included are assessments provided by supervisors, peers, subordinates
and self-assessments. These instruments, supported by ongoing feedback from faculty
advisors, help you recognize and identify your weaknesses and develop your strengths.
Prework. Prepare for our rigorous program by completing required prework before you
arrive. Prework introduces you to the program‘s academic environment, reinforces your
expectations of the program, provides you with an overview of the curriculum, and introduces
you to the study of leadership.
Leader Skills. Analyze the principles and theories of leadership, management, teams, and
organizations, and asses how these theories relate to the Army culture. Apply analysis,
problem solving, decision-making, critical and creative thinking, and communication skills to
writing, briefing, and debating exercises requires for successful completion of the program.
Since cohesive teamwork and networking are vital to successful organizations, you will establish
group norms, identify individual and corporate strengths, and form working relationships with
each other. You will participate in one-on-one counseling sessions with your faculty advisors
and develop plans to enhance your leadership abilities.
Army Cultural Literacy. Examine the Army‘s culture, history and core capabilities and
analyze how they influence today‘s ready and relevant Army. Explore the essential roles,
missions, and functions that your organization plays in making the Army work as a total team
and examine how those elements support our nation‘s defense requirements.
Army Environment. Analyze the conditions and circumstances that affect the national
security environment and the relevance of the Army within that environment. Review the
development of national level strategies, examine how to advance the Army‘s interests, and
analyze how the nation plans to use the elements of power to achieve its objectives. Through
this study, you will discover how the Army‘s projected power is key to executing the National
Military Strategy.
Army Readiness Systems. Acquire a broad-based knowledge of the systems and
processes that organize, structure, man, equip, train, sustain, and resource the force in order to
plan, program, and implement the changes that are required to transform the Army for the 21st
Century. As leaders in the Army‘s sustaining base, you must understand the processes used by
the Army and apply them to influence the priorities and objectives within your organization.
Capstone. Participate in an overarching exercise to apply the knowledge you have gained
throughout the program and evaluate significant issues that impact the Army as a whole.
Through leadership, decision-making, analysis, and communication, you will discover that
leadership concepts always remain the same regardless of the situation.
Eligibility. If you are a highly motivated GS-12 through 14 (or equivalent grade or payband)
who is interested in career progression and a higher level of responsibility, consider applying for

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CGSC Circular 350-1
the SBLM program. GS-11s and 15s are welcome to apply by exception. If you are an Army
major, lieutenant colonel, chief warrant officer, sergeant major, or command sergeant major
interested in attending, please contact your career branch assignment officer and our Registrar
at (703) 805-4756/57 for enrollment information.
Application Process. Army civilians may apply online at http://amscportal.belvoir.army.mil.
Military members must contact their branch assignment officer. Other interested individuals
should contact the Registrar‘s office at (703) 805-4757/56 or email at:
registrar@amsc.belvoir.army.mil.
Selection and Notification. Department of the Army civilian applications are competitively
evaluated by the Headquarters, Department of the Army Selection Board. The board makes its
selection based upon its assessment of your potential to assume a key leadership position in
the Army. Notification of your selection is released by message through command channels by
the Office of the Secretary of the Army (M&RA).
Length. 12 weeks of residency with two weeks of prework. This program is offered three
times per year.
Class Size. 165 students for spring and fall programs; 90 students for summer programs.
Funding. Army civilians are centrally funded. Corps of Engineers civil works employees,
civilians paid by Army Reserve or National Guard funds, non-Department of the Army
employees, and military members are funded through their own organizations.
Nonappropriated fund employees are funded by Headquarters, Army Community and Family
Support Center.
SBLM Nonresident Program
The SBLM curriculum is also offered in a distance education format for those with a
compelling personal or professional reason that precludes being TDY for 12 weeks to attend the
SBLM resident program. The 12-month nonresident program is an ideal way for you to
participate if that is your situation.
The SBLM Nonresident Program uses a variety of online techniques to help you learn the
relationships and dependencies between the elements of the Army‘s sustaining base. While the
content is the same for the resident program, the delivery method is geared to distance learning.
However, much of the work is completed via small group interaction – this is NOT a
correspondence course.
Phase 1. Fundamentals. You must prepare for ―attendance‖ by completing assessments of
leadership skills, learning style, and personality preferences. In addition, prior to your first
session in residence you will complete curriculum content – some in the areas of leadership and
Army history, as well as others.
In Residence. You will attend two sessions in residence; one near the beginning of the
program and one at the end. The first session, called ―Phase 2 -- Practicum,‖ is a seven-day
residential program designed for you to meet your fellow students from around the globe who
you will be working with for the remainder of the year. This session helps you discover who you
are as a leader, build a cohesive team with your fellow students, and practice some of the skills
you learned during Phase 1. It will occur approximately 15 weeks into the academic year. The

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CGSC Circular 350-1
ending session, called ―Phase 6 -- Transition Week,‖ is a five-day session including a capstone
exercise that helps you apply many of the things you learned throughout the year. The week‘s
activities conclude in a graduation ceremony. There may be an optional midterm session of 3 to
5 days that is organized, hosted, and funded at students‘ home stations.
Distance Learning. Through traditional communication methods enhanced with various
computer mediated conferencing platforms, you will stay in close, constant contact with other
students and faculty members. Some of the communication platforms and methods AMSC
employs include:
Collaborative Discussions. AMSC uses collaborative discussion software called Caucus to
allow students to discuss important topics, issues and questions, and get feedback from other
students and faculty. Caucus supports the concepts of teamwork and student interaction. It
also provided asynchronous capability – you can sign on anytime, anywhere.
Virtual Seminar Meetings. Similar to Internet chat rooms, you can conduct open discussions
simultaneously from your home station. The AMSC Virtual Classroom is used for weekly
meetings to touch base with your fellow students and discuss curriculum topics or current
events.
Email. Email is used extensively for submitting written assignments, communicating with
other students and faculty, and receiving feedback on requirements.
Mail Service. Although most of the curriculum is paperless and accessible through the
Internet, we will mail some of the nonresident materials to you.
Eligibility. If you are an Army civilian, you must be a GS-12 through GS-14 (GS-11s and 15s
by exception) or in an equivalent grade/payband. You should be currently serving in or destined
to be appointed to a sustaining base leadership position and be serving in or have potential for
advancement to a key leadership position. If you are an Army major, lieutenant colonel, chief
warrant officer, sergeant major, or command sergeant major interested in attending, please
contact your career branch assignment officer and our Registrar at (703) 805-4757/56 for
enrollment information.
Application Process. Army civilians may apply online at http://amscportal.belvoir.army.mil.
Military members must notify their branch assignment officer. Military and other interested
individuals should contact the Registrar‘s office at (703) 805-4756/57 or email at:
registrar@amsc.belvoir.army.mil.
Selection and Notification. Department of the Army civilian applications are competitively
evaluated by the Headquarters, Department of the Army Selection Board. The board makes its
selection based upon its assessment of your potential to assume a key leadership position in
the Army. Notification of your selection is released by message through command channels by
the Office of the Secretary of the Army (M&RA).
Length. 12 months.
Class Size. 90 students.
Funding. Army civilians are centrally funded. Corps of Engineers civil works employees,
civilians paid by Army Reserve or National Guard funds, non-Department of the Army

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CGSC Circular 350-1
employees, and military members are funded through their own organizations.
Nonappropriated fund employees are funded by Headquarters, Army Community and Family
Support Center.
SBLM-Metro Program
Do you work in the DC Metro area? Have you wanted to attend SBLM, but the existing
program options just do not work in your schedule/lifestyle? AMSC offers a new way to deliver
the education you needâ&#x20AC;&#x201D;the SBLM-Metro program. What is SBLM-Metro? This program
allows students to complete the SBLM curriculum primarily by commuting to classes. It allows
flexibility and extended time to complete the course. It requires only short residence periods at
the beginning and end, and it takes advantage of the fact that there are enough potential
students in the DC Metro area to form seminar groups.
Eligibility. If you are an Army civilian, you must be a GS-12 through GS-14 (GS-11s and 15s
by exception) or in an equivalent grade/payband. You should be currently serving in or destined
to be appointed to a sustaining base leadership position and be serving in or have potential for
advancement to a key leadership position. If you are an Army major, lieutenant colonel, chief
warrant officer, sergeant major, or command sergeant major interested in attending, please
contact your career branch assignment officer and our Registrar at (703) 805-4757/56 for
enrollment information.
Key Features of SBLM-Metro.
Metro classes are resident style but stretched out into
monthly sessions and provide portions of the curriculum with more open scheduling. It has the
same SBLM standards and faculty roles. Metro provides more time and flexibility to meet
requirements. There is a contract required between the student and supervisor so that
everyone understands the commitments required.
Time Requirements. SBLM-Metro students attend three five-day sessions in full residence
(in Fort Belvoir Lodging). You commute to AMSC for eleven two-day sessions that normally will
take place one Wednesday-Thursday session a month. Additionally, you will attend AMSCâ&#x20AC;&#x2DC;s
Guest Speaker sessions, but you have more flexibility to choose when you attend, and you will
be allowed to make some substitutions.
Benefits Compared to Existing SBLM Options. SBLM-Metro may work better for you if your
office supports your education but cannot spare you for extended blocks of time; you have
outside commitments after work or on weekends that make our other options difficult for you;
you have limits on your ability to go TDY; you want to work with other highly motivated people in
a face-to-face setting. The SBLM-Metro option is nimble and interactive. The overall group is
smaller than our other options. You will have time to research and reflect on learning and the
opportunity to use local resources.
What will SBLM-Metro cost my organization? SBLM-Metro is very inexpensive for the
organization. Many of our students are eligible for HQDA central funding. If you are, the only
cost to your organization is your time. If you are not eligible for HQDA central funding, SBLMMetro is extremely cost efficient because your organization will only have to fund materials,
three weeks per diem, and whatever travel you need. If you live beyond a 50-mile radius from
your home station, you or your organization will be responsible for your commuting costs.
Application Process. Army civilians may apply online at http://amscportal.belvoir.army.mil.
Military members must contact their branch assignment officer. Military and other interested

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individuals should contact the Registrar‘s office at (703) 805-4757/56 or email at:
registrar@amsc.belvoir.army.mil.
Selection and Notification. Department of the Army civilian applications are competitively
evaluated by the Headquarters, Department of the Army Selection Board. The board makes its
selection based upon its assessment of your potential to assume a key leadership position in
the Army. Notification of your selection is released by message through command channels by
the Office of the Secretary of the Army (M&RA).
Length. 12 months.
SBLM Tidewater Regional Program
Do you work in the Virginia Tidewater area? Have you wanted to attend the Sustaining Base
Leadership and Management program at the AMSC, but the existing program options just don‘t
work in your schedule/lifestyle? Well, here‘s something tailored just for you!
 AMSC is offering a new way to deliver the education you need—it‘s the SBLM Tidewater
Regional program. This program allows students to complete the SBLM curriculum primarily by
commuting to classes in the Tidewater area (currently Fort Eustis). It allows flexibility and
extended time to complete the course. It requires only short residence periods, and it takes
advantage of the fact that there are enough potential students in the Tidewater area to form
seminar groups.
Eligibility. GS-12 through GS-14 (or equivalent). GS-11 and GS-15 by exception. Military in
ranks of major or lieutenant colonel, chief warrant officers, sergeants major or command
sergeants major.
What are the Key Features of SBLM Tidewater Regional?
 The first class of this program runs from January 2 to December 15, 2006
 Resident sessions will be two weeks, January 23 – February 3 and then one week every
other month (April, June, August and October).
 The final week, December 11 – 15, will be in residence at the AMSC campus in lodging
on Fort Belvoir, VA.
 All resident sessions will be conducted during the week on duty time.
 Distance education will take place during the remainder of the year.
 It has the same SBLM standards and faculty roles.
 It provides more time and flexibility to meet requirements.
What are the Benefits Compared to Existing SBLM Options? SBLM Tidewater Regional may
work better for you if:
 Your office supports your education but can‘t spare you for extended blocks of time.
 You have outside commitments after work or on weekends that make our other options
difficult for you.
 You have limits on your ability to go TDY.
 You want to work with other highly motivated people in a face-to-face setting.
 The SBLM Tidewater Regional option is ―nimble‖ and interactive.
 The overall group is smaller than our other options.

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You will have time to research and reflect on learning.
You will have opportunities to use local resources.
You will get to participate in new ideas for content, and
Methodology.

What will SBLM Tidewater Regional cost my organization? SBLM Tidewater Regional is
very inexpensive for the organization. It is a great deal, because your local command will only
have to fund materials and whatever travel you need as well as travel/ per diem for the last
week of class held at AMSC on Fort Belvoir, VA. If you live beyond a 50-mile radius from your
home station, you or your organization will be responsible for your commuting costs. If you
have any questions about SBLM-Tidewater Regional, please contact our Registrar at (703) 8054757/4756 or email at registrar@amsc.belvoir.army.mil.
PERSONNEL MANAGEMENT FOR EXECUTIVES
Program Concept: The Personnel Management for Executives (PME) programs are not
―courses of instruction‖ in the traditional sense. They are designed to help participants find
better ways to deal with management and leadership issues for which there are no stereotypical
solutions. They ―assume‖ a high degree of creativity and resourcefulness on the part of the
participants and a willingness to exert the effort to enhance their leadership skills and abilities.
The impact of each program is directed toward each participant‘s involvement as an individual
and as a manager/leader of an important segment of the federal work force.
Each PME program is a developmental opportunity. It is oriented toward increasing the
level of awareness regarding one‘s own behavior. The orientation is substantially different, if
not actually opposed to, training in, instructing in, or teaching in ―that which is already known.‖
Development is a process involving change that must take place within the individual. A
fundamental aim of PME is to provide an opportunity for participants to come to a better
understanding of their relationships with others in the workplace and in their personal lives.
Such an understanding is basic to accountable behavior. Mature action presupposes a selfcritical, self-conscious acceptance of the convictions from which one‘s behavior stems.
PME supports the assumption that individuals have the ability to grow and mature, to
communicate and relate, and to be self-corrective and self-directive. Participants in PME must
have the capacity to make their own choice concerning a personal philosophy, appropriate
management/leadership continuum, appropriate patterns of behavior in differing situations
concerning moral and ethical decisions affecting their lives and those they lead. PME provides
an environment and learning opportunity in which participants can develop and demonstrate
greater sensitivity pertaining to their motivations, values and basic assumptions. To effect
change, a clear understanding of the affect of their attitude and behavior and how it motivates
their associates is critical to professional and organizational success. Through sharpening this
personal self-awareness, Federal executives can appraise their need/willingness for behavioral
change and their responsibility for the overarching outcome.
PME I concentrates on leadership competencies, workplace issues, networking, relevancy,
opportunity, and real-time results. PME I remains a key component of the Army‘s commitment
to develop you into an adaptive leader with character and competence. This program is
designed to improve your leadership skills, expand your perspectives, and teach you to
generate effective ideas. Throughout PME I, you will focus on the ―people issues‖ within your
organization.

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PME I is an exciting developmental experience that explores leadership concepts and their
practical application through challenging curriculum and networking opportunities. You will
study major subject areas including adaptive change, a global perspective of personnel
management, the role of a leader, ethical decision-making, communication, stress and wellness,
personal leadership styles, and diversity. Daily presentations by subject matter experts, along
with interactive exercises and simulations, active learning peer groups, and relevant reading
materials characterize the experience.
PME II focuses on empowerment, change, advanced leadership competencies, and
transformational leadership. It is a challenging five-day program where you will interact with
guest speakers, be part of active learning peer teams, and perform individual and group
activities to meet the challenges of today‘s uncertainty, change, and opportunity.
PME II captures the essence of the PME I experience and carries it forward to PME II to
demonstrate continuity in a summary look at leadership best business practices; addresses the
complexities of leadership with emphasis on accountability, responsibility, and forward-thinking.
PME II focuses on complex workplace real-time events and forms the foundation from which
participants will develop a strategic leadership action plan. It also provides the opportunity to
measure their success in ―walking the talk‖ by balancing their Management/ Leadership in
Principle and Practice submissions against their actions during the team project and
presentation process.
Eligibility. When you apply for a PME course, you must have leadership responsibility and
give guidance or direction to the work of others. The target audience is Army civilians, GS13/14 or equivalent grade/payband and military majors and above. Other federal agency
employees at the target grades are admitted on a space-available basis. GS-12 and GS-15
personnel are considered by exception. You and your supervisor should not attend the course
together.
Application Process.
Complete your application online through our web site at:
http://amscportal.belvoir.army.mil
Funding. Army civilians are centrally funded. Corps of Engineers civil works employees,
civilians paid by Army Reserve or National Guard funds, non-Department of the Army
employees, and military members are funded through their own organizations.
Nonappropriated fund employees are funded by Headquarters, Army Community and Family
Support Center.
PME I. Two-week course offered six times per fiscal year. Class size: 65 Prerequisite:
None.
PME II. One-week course offered two times per fiscal year. Class size: 65 Prerequisite:
Students must have attended PME I no less than 24 months prior to the start of PME II and
continue to meet all other eligibility criteria as specified in PME I.
GARRISON PRECOMMAND COURSE (GPC)
If you are a new, centrally selected garrison commander, our Garrison Precommand Course
(GPC) is your "branch" PCC. In this course, you will learn about the daily decisions required to
command your garrison and obtain the information you need to make sound decisions. The

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course uses seminar discussions, case studies and practical exercises taken from actual
garrison situations. You will participate in interactive seminar formats that will help you prepare
for your challenging assignment. GPC includes guest speakers drawn from senior Army
leadership, industry, and municipal governments and focuses on current and evolving garrison
issues. While you are here, the lesson materials you collect will build a commander‘s desk
reference that you can use at your home station.
Curriculum. Our faculty members facilitate seminars on core subject areas. Guest speakers
from Headquarters, Department of the Army; the Army Community and Family Support Center;
and the Installation Management Agency provide leading edge topics that include policy and
initiatives that affect today‘s base operations and Army transformation. You will participate in a
terrain walk to interact with garrison directors and talk with them about current challenges. You
will also participate in computer-aided crisis management exercises and learn techniques and
practices that you can use to meet your base operations needs.
The terrain walk includes visits to selected Morale, Welfare and Recreation facilities and
other garrison activities to promote open discussion on customer satisfaction and service. We
equip you with the tools you need to:
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You will learn how to think about and apply new perspectives that will help you to become
an even more effective, efficient leader.
Eligibility. GPC is mandatory for colonels and lieutenant colonels centrally selected to
command garrisons in the United States and to area support groups and base support
battalions overseas. We reserve a limited number of seats for civilian executive assistants and
reserve component support unit commanders.
Prerequisite. You must be assigned or have a pending assignment as a garrison, area
support group, or base support battalion commander; serve or be selected to serve as a civilian
executive assistant (Deputy to the Garrison Commander).
Length. 20 class days, four times per year.
ATRRS School Code. 704
Class Size. 18 military and two civilians per class (Exception: Civilian deputies to the
commander and IMA staff principals may use vacant military seats.)
For more information, contact the Registrar's Office at (703) 805-4758/57 DSN: 6554758/57. Email: registrar@amsc.belvoir.army.mil.

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CGSC Circular 350-1
GENERAL OFFICER INSTALLATION COMMAND COURSE (GOIC)
The General Officer Installation Command Course (GOIC) equips you, as an installation
commander or senior mission commander, with the practical tools you need to deal with
complex base operations challenges. We facilitate classroom discussions and show you the
influence and relationships among people, money, facilities, logistics, organizations, and
doctrine by presenting current and evolving initiatives.
Curriculum. GOIC addresses the leadership and management requirements of base
operations support from an executive leader‘s point of view. Led by our Command Programs
and Community and Family Support Center faculty in an informal, small group setting, you will
expand your knowledge and abilities in areas such as:
 Roles and relationships among the installation commander, garrison, Installation
Management Agency, Assistant Chief of Staff for Installation Management, and Assistant
Secretary of the Army for Installations and Environment.
 Use of information to meet the needs of your installation‘s mission and customers.
 Ongoing privatization initiatives.
 Application of programming, planning, budgeting, and execution system processes to
base operations.
 Techniques to improve installation performance.
 Overseeing master planning and sustainment of your facilities and infrastructure.
 Fulfilling your mission requirements while practicing environmental stewardship.
 Supporting a fiscally sound, customer focused Morale, Welfare and Recreation program.
 Working effectively with private organizations, both on post and in the local community.
Guest speakers from senior level Headquarters, Department of the Army, and the
Installation Management Agency provide insight into current and evolving Army policy and
resource decisions that influence Army base operations.
Eligibility. Mandatory for all general officers selected as installation commanders or senior
mission commanders and other general officers whose principal duties involve installation
management. This is an optional course for all other general officers and senior executive
service officials who may attend on a "space available" basis.
Length. 5 days, offered four times per year.
ATRRS School Code. 704
Class Size. 7 – 10
For more information, contact the Registrar's Office at (703) 805-4758/57 DSN: 6554758/57. Email: registrar@amsc.belvoir.army.mil.
GARRISON COMMAND SERGEANT MAJOR COURSE (GCSMC)
Designed for garrison, area support group, and base support battalion command sergeants
major, the Garrison Command Sergeant Major Course (GCSMC) prepares you for your new
assignment. Delivered as a companion course to the Garrison Precommand Course, it focuses

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CGSC Circular 350-1
on the third component of the installation leadership triad of installation/senior mission
commander, garrison commander, and garrison command sergeant major.
Our command sergeant major program focuses on the command group level and deals with
the activities that garrison command sergeants major are involved in every day. It explains the
context in which those activities occur and provides current information to support sound
decisions or recommendations for command action.
As a student, you are introduced to base operations and installation management functional
area structures as well as current and evolving doctrine and policy. Employing panels, case
studies, and practical exercises, you will explore actual garrison situations and learn the tools,
techniques, and procedures that commanders and command sergeants major use to satisfy
mission requirements and take care of a wide variety of garrison support ―customers‖ under
conditions of limited resources. Classroom sessions are interactive. Some sessions are
conducted jointly with students from the Garrison Precommand Course. Our guest speaker
program includes senior Army leaders and functional area experts who address current and
future garrison issues.
Curriculum. GCSMC includes sessions on each of the ―big five‖ important installation
management subject areas—financial management; civilian human resources management;
facilities and infrastructure management; environmental stewardship; and Morale, Welfare, and
Recreation management—plus anti-terrorism, force protection, and crisis/consequence
management. The course uses a seminar-style approach with facilitation by AMSC faculty and
the Army Morale, Welfare, and Recreation (MWR) Academy faculty.
Prerequisite. You must be assigned or have a pending assignment as a garrison, area
support group or base support battalion command sergeant major.
Length. 6 days, offered four times per year.
ATRRS School Code. 704
Class Size. 20 military per class
For more information, contact the Registrar's Office at (703) 805-4758/57 DSN: 6554758/57. Email: registrar@amsc.belvoir.army.mil.
CONSULTING AND OUTREACH
As our workload permits, we offer a variety of consulting session and instructional
workshops that can be delivered right to your home station. Each consulting experience gives
us the opportunity to seek information for new and relevant case studies or practical exercises –
a potential ―win-win‖ situation.
Consulting. Our faculty and staff provide you with unique workshops designed to support
the Army‘s sustaining base and serve as a sustaining base resource. Workshops range from
focused sessions like leadership and team building exercises for a targeted audience to an
overview of our programs or curriculum for a generic, unspecified larger group. Requests must
meet several internal requirements including:

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Your needs must be relevant to our mission and curriculum, and your must state objectives
or desired outcomes. You must be prepared to provide:
 The type or name of group or individuals involved.
 The type of instruction you desire.
 The date and time you would like to conduct the instruction.
 The location.
 The type of delivery you prefer.
 Any special circumstances that may impact your request.
 You will be asked to pay all direct costs for consulting services. This may include
printing, materials, travel, rental car, and per diem expenses for our faculty or staff that assist
you.
Outreach. If you have a specific educational need and are not sure whether AMSC is the
right place, we are happy to discuss it with you. In addition, we can work with you to provide
onsite briefings about our programs or learning methods. Our experienced faculty and staff can
help you with complex problems and concerns that arise by providing consulting services for all
sustaining base management areas.
We participate in a wide range of annual events including the American Society of Military
Comptrollers Professional Development Institute, the Association of the United States Army
Annual Meeting and the Reserve Officers Association Midwinter Conference and Exposition, to
name a few. Through our guest speaker program, we also offer presenters for your conventions
and specials events.
Point of Contact.
Any individual or group may contact us by
dean@amsc.belvoir.army.mil or telephone at (703) 805-4713 or DSN 655-4713.

email

at

AMSC GENERAL INFORMATION
External Program Review and Accreditation
Accreditation. The Army Management Staff College is accredited by the Commission of the
Council on Occupational Education (COE). COE describes accreditation as a status granted to
an educational institution or program that has been found to meet or exceed stated criteria of
educational quality. Accreditation has two fundamental purposes: (1) to assure the quality of
the institution or program and (2) to assist in the improvement of the institution or program. An
institutional accrediting body gives attention not only to the educational offerings of the
institutions it accredits, but also to such other institutional characteristics as student personnel
services, financial status, administrative structure, facilities, and equipment.
The American Council on Education (ACE) College Credit Recommendation Service
(CREDIT). ACE is a nationally recognized educational service that evaluates the Sustaining
Base Leadership and Management programs and the Personnel Management for Executives
programs. ACE recommends that colleges and universities award credits at the baccalaureate
and graduate level for alumnae of these programs. The specific award of credit depends upon
individual college or university policies and the appropriateness of the credits to the degree
program in which the student is enrolled.

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The ACE transcript service allows graduates to receive full documentation for their work at
AMSC. The service is designed to make records of non-traditional study accessible and
interpretable by post-secondary institutions. Students who want to receive college credits
toward degree completion can use the service to provide an official transcript, which specifies
the recommendations of the ACE/CREDIT review. ACE recommended credits by program are:
SBLM Resident and Nonresident: Graduates may earn up to nine graduate level semester
hours including three hours each for logistics management, management or strategic
management and leadership or organizational behavior; or 15 upper level baccalaureate
semester hours including three each in human resource management, public administration and
political science and six hours in communications.
PME I: Graduates may earn three graduate level semester hours in management, human
resources management, leadership or organizational behavior.
PME II: Graduates may earn one graduate level semester hour in management, human
resource management, leadership, or organizational behavior.
Articulation Agreements. AMSC has articulation agreements with seven universities. These
agreements allow graduates to transfer work accomplished at AMSC into credits toward
degrees in the respective university.
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American Military University
Capella University
Central Michigan University
National-Louis University
Strayer University
University of Maryland University College
University of Phoenix
Webster University

These colleges and universities allow recommended credits to be applied to specific
programs, depending upon the course of study chosen.
Student Information
The Army Management Staff College serves three purposes: First, it supports the Army‘s
civilian training, education, and development system; it educates Army civilian and military
leaders to assume leadership and management responsibilities throughout the sustaining base.
Second, it promotes the bonds between civilian and military leaders that enhance the Army‘s
cohesiveness. Third, it adds to the body of sustaining base knowledge through research and
consulting and acts as a resource to the DoD and Army communities.
Our programs approach education through broad based leadership, management, decisionmaking, and integrative knowledge of the Army, especially its existence in a current, dynamic
world environment. Our philosophy is to educate, rather than train. We use a variety of tools
and techniques such as guest speakers, case studies, practical exercises, lectures, field trips,
reading and writing, and research to reinforce our philosophy.

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Statement of Student Responsibility. Together we are a learning team that shares
educational responsibility. We are committed to providing you the program, curriculum, and
assistance that you need to succeed while you are here. You are responsible for preparing for
class, studying, completing and turning in assignments on time, preparing and presenting
briefings and studying for and taking examinations. You are also responsible for knowing the
policies and requirements for our programs.
We are committed to creating and sustaining a learning community that facilitates your
academic, personal, and professional development. Fundamental to our joint commitment is
the expectation that you will:
 Be honest.
 Demonstrate respect for yourself and others.
 Demonstrate respect for the principles stated in Army values, FM 22-100.
 Demonstrate respect for the law.
 Demonstrate respect for the Army and AMSC policies and understand the processes for
changing them.
We guarantee your right to learn while protecting the fundamental rights of your fellow
students. Our concept of rights and freedoms carries with it corresponding responsibilities for
which you are accountable. It is your responsibility to know and abide by the regulations and
policies that govern our programs.
Attendance Policy. Academic performance is related directly to your attitude, enthusiasm,
and cooperation in all educational areas and will be considered demonstrated performance of
leadership and managerial potential. It is mandatory that you attend all activities, unless
properly excused. As a general policy, your absence from scheduled academic instruction will
not be approved unless it is deemed an emergency. You must resolve prior commitments that
may conflict with your attendance prior to arriving. If you have questions or need assistance,
please contact the Registrar‘s office.
Students with Disabilities. Students with disabilities who are scheduled to attend AMSC
should notify the Registrar at least four weeks prior to the start of class to ensure that
appropriate accommodations are made. Special accommodations may include seating, lodging,
and special meals and are handled on a case-by-case basis.
Travel Orders. If you are a centrally funded Department of the Army civilian, we will prepare
and email your travel orders prior to the start of the program. Students not centrally funded are
responsible for preparing their own travel orders.
Lodging.
Your will reside at Knadle Hall or another on-post facility with similar
accommodations. Knadle Hall, located across the street from AMSC, offers cozy efficiencystyle rooms with a private bath, queen bed, study space, TV/VCR, and a safe for storing
valuables. Amenities include an iron, toaster, microwave, two-burner stove, small refrigerator,
dishes and flatware for two people, and cooking and kitchen utensils. Washers and dryers and
daily housekeeping services are provided free of charge.
Vehicle Registration. Students must register a personally owned vehicle or a rental car at
the Visitor Processing Operations Center at Tulley Gate (Monday through Friday from 5 a.m. to
7 p.m.). Students must provide proof of insurance, a valid driver‘s license, vehicle registration

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or rental car agreement, and state their business on the installation. For more information about
temporary, TDY and long-term passes for the installation, call (703) 806-4892. Driving
directions are available at http://amscportal.belvoir.army.mil.
Student Services. Student Services offers a wide array of support services including mail,
message receipt, copier and fax services.
AMSC recognizes the importance of the
development of both the mind and the body and manages a small Fitness Center, which gives
students the opportunity for some self-directed physical activity. AMSC does not have a
cafeteria and lunch is catered. There are snack foods and drinks available from vending
machines throughout the college. All necessary assistance is offered to the physically
challenged.
Library. The AMSC Thayer Library offers numerous resources and services to students and
faculty. These include personalized reference assistance, orientations, and classes in the
utilization of materials and research techniques. The libraryâ&#x20AC;&#x2DC;s collection includes books,
periodicals, videos, audio tapes, and other materials, and access to several electronic
databases. Information and databases are accessible through the online catalog. Easy access
to all the resources is available from any workstation on campus. The library provides study
areas with carrels and tables. Visit the AMSC Library webpage for information on hours of
operation and services.
Automation/Audio Visual Services. While attending AMSC, students have open access to
the Computer Lab in room 1803B for academic computing requirements such as word
processing, e-mail, and Internet at anytime (24/7). The Automation and Audio Visual Support
Staff are responsible for supporting all equipment in the classroom. We urge you to bring your
laptop computer, but advise you to use your local automation support to load Internet/email and
remote access applications. We use Microsoft Windows software.

At AMSC, we offer a unique learning experience to leaders on all levels in an
environment that fosters personal and professional growth. Our goal is to educate
leaders about the business that is the United States Army.

Command and General Staff College
Command and General Staff Officer Course
Command and General Staff School
Council on Higher Education Accreditation
Columbia International Affairs Online
Commander in Chief
Chairman of the Joint Chiefs of Staff
Civilian Leader Development Courses
Civilian Leadership Training Division
Commission on Occupational Education
Chief of Staff
Commercial Off-the-Shelf
Chief of Staff, United States Army
Command Sergeants Major Course
Command Sergeants Major Spouse Seminar
Combat Service Support
Center for Army Tactics
Command Team Seminar
Department of the Army
Designated Approving Authority
Digital Battle Staff Trainer
Deputy Commandant; District of Columbia
Deputy Chief of Staff for Resource Management
Defense Foreign Language Program
Directorate of Graduate Degree Programs
Department of Joint and Multinational Operations
Digital Leader Development Center
Defense Language Institute
Department of Logistics and Resource Operations
Department of Military History
Directorate of Non-resident Studies
Dean of Academics
Dean of Academics
Department of Defense
Directorate of Educational Technology
Directorate of Reserve Component Programs
Defense Switched Network
Defense Technical Information Center
End of Core Course Exercise
Future Battle Command Sustainment Support System
Florida Institute of Technology
Field Manual; Frequency Modulated
Fleet Marine Force
Faculty and Staff Development
Full Spectrum Operations
Graduation Council
Global Command and Control System
Garrison Command Sergeant Major Course
Graduate Degree Program
General Instruction Building
Goldwater-Nichols Department of Defense Reorganization Act

Military Operations Other Than War
Major Theater War
Navy Element
North Central Association
North Central Association of Colleges and Schools
Noncommissioned Officer
Noncommissioned Officer Education System
Nongovernmental Organizations
Non-Resident Studies
Officer Advanced Course
Officer Education System
Operations Career Field
Officer Personnel Management Directorate
Officer Professional Military Education Policy
Officer Personnel Management System
Other Than Operations
Public Affairs
Process for Accreditation of Joint Education
Personal Awareness and Leadership Seminar
Pre-Command Course
Professional Development Education
Post Instructional Conference
Program for Joint Education
Personnel Management for Executives
Professional Military Systems
Point of Contact
Quality Assurance Office
Regular Army
Reserve Component
Resource Management Office
Reception, Staging, Onward-movement, and Integration
School of Advanced Military Studies
Sustaining Base Leadership and Management Program
School for Command Preparation
Staff Group Advisor
Secretary of the General Staff
Senior Level Colleges
Special Operations Forces
Staff Process Course
Smaller Scale Contingency / Senior Service College
Student Study Project
Total Army School System
Transportation Coordinators Automated Information for Movement System
TRADOC Common Core
Tactical Commander‘s Development Course
Tactical Commander‘s Development Program
Teletraining Facility
United States Army Training and Doctrine Command
TRADOC System Manager
Uniform Code of Military Justice
Universal Joint Task List

University of Missouri--Kansas City
United Nations
United States
United States Army
United States Army Command and General Staff College
United States Air Force
United States Army Reserve
University of South Carolina
United States Disciplinary Barracks
United States Marine Corps
United States Navy
United States Naval Institute
US Student Division
Virginia
Warrant Officer Education System